Reflection and Reflective Writing - Skills Guide
- Reflective Assignments
- Reflecting on Your Experiences
- Reflecting on Your Skills
Reflecting on Feedback
- YouTube Playlist This link opens in a new window
- Audio Playlist
- Further Reading
- Downloadable Resources
Reflecting on feedback
What is reflectiong on feedback?
Feedback is designed to help you to identify your own strengths and weaknesses in a piece of work. It can help you improve on your work by building on the positive comments and using the critical ones to inform changes in your future writing. Therefore, feedback forms a critical role in your learning and helps you to improve each piece of work. As with all reflection, reflecting on your feedback should follow the three stages of reflection outlined in earlier in this guide.
What should I do with feedback?
Try to identify the main points of the feedback. What does it say? Can you break it down into main points or areas of improvement? Writing these down can be good to refer to later. You may find keeping all of your feedback in one place helps, as it makes it easier to look back and identify common mistakes. Identifying the main points of the feedback is the descriptive stage of reflection.
Once you have done this, move on to the critical thinking stage. How do you feel about the feedback? What are you particularly proud of? Is there anything you are disappointed by? Are there any points where you need further clarification from your lecturer?
Finally, there is the future focused stage of reflection. How will this feedback influence how you complete your next assignment? What will you do the same? What will you do differently? You may find it helpful to put together an action plan ready for when you begin your next module.
VP Education's Feedback Guidance
Feedback guidance.
Reflecting on Feedback Video - 2 mins
Naomi discusses top tips for reflecting on feedback from your assignments.
Methods of Reflecting on Your Assignment
- << Previous: Reflecting on Your Skills
- Next: PebblePad >>
- Last Updated: Aug 23, 2023 3:51 PM
- URL: https://libguides.derby.ac.uk/reflectivewriting
- Jump to menu
- Student Home
- Accept your offer
- How to enrol
- Student ID card
- Set up your IT
- Orientation Week
- Fees & payment
- Academic calendar
- Special consideration
- Transcripts
- The Nucleus: Student Hub
- Referencing
- Essay writing
- Learning abroad & exchange
- Professional development & UNSW Advantage
- Employability
- Financial assistance
- International students
- Equitable learning
- Postgraduate research
- Health Service
- Events & activities
- Emergencies
- Volunteering
- Clubs and societies
- Accommodation
- Health services
- Sport and gym
- Arc student organisation
- Security on campus
- Maps of campus
- Careers portal
- Change password
Examples of Reflective Writing
Types of reflective writing assignments.
A journal requires you to write weekly entries throughout a semester. May require you to base your reflection on course content.
A learning diary is similar to a journal, but may require group participation. The diary then becomes a place for you to communicate in writing with other group members.
A logbook is often used in disciplines based on experimental work, such as science. You note down or 'log' what you have done. A log gives you an accurate record of a process and helps you reflect on past actions and make better decisions for future actions.
A reflective note is often used in law. A reflective note encourages you to think about your personal reaction to a legal issue raised in a course.
An essay diary can take the form of an annotated bibliography (where you examine sources of evidence you might include in your essay) and a critique (where you reflect on your own writing and research processes).
a peer review usually involves students showing their work to their peers for feedback.
A self-assessment task requires you to comment on your own work.
Some examples of reflective writing
Social science fieldwork report (methods section).
| The field notes were written by hand on lined paper. They consisted of jotted notes and mental triggers (personal notes that would remind me of specific things when it came to writing the notes up). I took some direct observational notes recording what I saw where this was relevant to the research questions and, as I was aiming to get a sense of the culture and working environment, I also made researcher inference notes . I found the note-taking process itself helpful, as it ensured that I listened carefully and decoded information. Not all the information I recorded was relevant but noting what I found informative contributed to my ability to form an overview on re-reading. However, the reliability of jotted notes alone can be questionable. For example, the notes were not a direct transcription of what the subjects said but consisted of pertinent or interesting information. Rarely did I have time to transcribe a direct quotation, so relied on my own fairly rapid paraphrasing, which risks changing the meaning. Some technical information was difficult to note down accurately . A tape recorder would have been a better, more accurate method. However, one student brought a tape recorder and was asked to switch it off by a participant who was uneasy about her comments being directly recorded. It seems that subjects feel differently about being recorded or photographed (as opposed to observers taking notes), so specific consent should be sought before using these technologies . | Description/ explanation of method.
Includes discipline-specific language
Critical evaluation of method
Conclusion and recommendation based on the writer's experience |
Engineering Design Report
| Question: Discuss at least two things you learnt or discovered – for example about design or working in groups or the physical world – through participating in the Impromptu Design activities. Firstly, the most obvious thing that I discovered was the advantage of working as part of a group . I learned that good teamwork is the key to success in design activities when time and resources are limited. As everyone had their own point of view, many different ideas could be produced, and I found the energy of group participation made me feel more energetic about contributing something . Secondly I discovered that even the simplest things on earth could be turned into something amazing if we put enough creativity and effort into working on them . With the Impromptu Design activities we used some simple materials such as straws, string, and balloons, but were still able to create some 'cool stuff' . I learned that every design has its weaknesses and strengths and working with a group can help discover what they are. We challenged each other's preconceptions about what would and would not work. We could also see the reality of the way changing a design actually affected its performance. | Addresses the assignment question Reflects on direct experiences Direct reference to the course activity The style is relatively informal, yet still uses full sentences. Relating what was learnt. |
Learning Journal (weekly reflection)
| Last week's lecture presented the idea that science is the most powerful form of evidence . My position as a student studying both physics and law makes this an important issue for me and one I was thinking about while watching the 'The New Inventors' television program last Tuesday . The two 'inventors' (an odd name considering that, as Smith (2002) says, nobody thinks of things in a vacuum) were accompanied by their marketing people. The conversations were quite contrived, but also funny and enlightening. I realised that the marketing people used a certain form of evidence to persuade the viewers (us?) of the value of the inventions . To them, this value was determined solely by whether something could be bought or sold—in other words, whether something was 'marketable'. In contrast, the inventors seemed quite shy and reluctant to use anything more than technical language, almost as if this was the only evidence required – as if no further explanation was needed.
This difference forced me to reflect on the aims of this course—how communication skills are not generic but differ according to time and place. Like in the 'Research Methodology' textbook discussed in the first lecture, these communication skills are the result of a form of triangulation, which I have made into the following diagram: ... | Description of topic encountered in the course The author's voice is clear Introduces 'everyday' life experience The style is relatively informal, yet still uses full sentences Makes an explicit link between 'everyday' life and the topic |
Brookfield, S 1987, Developing critical thinkers: challenging adults to explore alternative ways of thinking and acting , Open University Press, Milton Keynes.
Mezirow, J 1990, Fostering critical reflection in adulthood: a guide to transformative and emancipatory learning , Jossey-Bass, San Francisco.
Schön, DA 1987, Educating the reflective practitioner , Jossey-Bass. San Francisco.
We thank the students who permitted us to feature examples of their writing.
Prepared by Academic Skills, UNSW. This guide may be distributed or adapted for educational purposes. Full and proper acknowledgement is required.
Essay and assignment writing guide
- Essay writing basics
- Essay and assignment planning
- Answering assignment questions
- Editing checklist
- Writing a critical review
- Annotated bibliography
- How do I write reflectively?
- Examples of reflective writing
- ^ More support
- Cambridge Libraries
Study Skills
Reflective practice toolkit, introduction.
- What is reflective practice?
- Everyday reflection
- Models of reflection
- Barriers to reflection
- Free writing
- Reflective writing exercise
- Bibliography
Many people worry that they will be unable to write reflectively but chances are that you do it more than you think! It's a common task during both work and study from appraisal and planning documents to recording observations at the end of a module. The following pages will guide you through some simple techniques for reflective writing as well as how to avoid some of the most common pitfalls.
What is reflective writing?
Writing reflectively involves critically analysing an experience, recording how it has impacted you and what you plan to do with your new knowledge. It can help you to reflect on a deeper level as the act of getting something down on paper often helps people to think an experience through.
The key to reflective writing is to be analytical rather than descriptive. Always ask why rather than just describing what happened during an experience.
Remember...
Reflective writing is...
- Written in the first person
- Free flowing
- A tool to challenge assumptions
- A time investment
Reflective writing isn't...
- Written in the third person
- Descriptive
- What you think you should write
- A tool to ignore assumptions
- A waste of time
Adapted from The Reflective Practice Guide: an Interdisciplinary Approach / Barbara Bassot.
You can learn more about reflective writing in this handy video from Hull University:
Created by SkillsTeamHullUni
- Hull reflective writing video transcript (Word)
- Hull reflective writing video transcript (PDF)
Where might you use reflective writing?
You can use reflective writing in many aspects of your work, study and even everyday life. The activities below all contain some aspect of reflective writing and are common to many people:
1. Job applications
Both preparing for and writing job applications contain elements of reflective writing. You need to think about the experience that makes you suitable for a role and this means reflection on the skills you have developed and how they might relate to the specification. When writing your application you need to expand on what you have done and explain what you have learnt and why this matters - key elements of reflective writing.
2. Appraisals
In a similar way, undertaking an appraisal is a good time to reflect back on a certain period of time in post. You might be asked to record what went well and why as well as identifying areas for improvement.
3. Written feedback
If you have made a purchase recently you are likely to have received a request for feedback. When you leave a review of a product or service online then you need to think about the pros and cons. You may also have gone into detail about why the product was so good or the service was so bad so other people know how to judge it in the future.
4. Blogging
Blogs are a place to offer your own opinion and can be a really good place to do some reflective writing. Blogger often take a view on something and use their site as a way to share it with the world. They will often talk about the reasons why they like/dislike something - classic reflective writing.
5. During the research process
When researchers are working on a project they will often think about they way they are working and how it could be improved as well as considering different approaches to achieve their research goal. They will often record this in some way such as in a lab book and this questioning approach is a form of reflective writing.
6. In academic writing
Many students will be asked to include some form of reflection in an academic assignment, for example when relating a topic to their real life circumstances. They are also often asked to think about their opinion on or reactions to texts and other research and write about this in their own work.
Think about ... When you reflect
Think about all of the activities you do on a daily basis. Do any of these contain elements of reflective writing? Make a list of all the times you have written something reflective over the last month - it will be longer than you think!
Reflective terminology
A common mistake people make when writing reflectively is to focus too much on describing their experience. Think about some of the phrases below and try to use them when writing reflectively to help you avoid this problem:
- The most important thing was...
- At the time I felt...
- This was likely due to...
- After thinking about it...
- I learned that...
- I need to know more about...
- Later I realised...
- This was because...
- This was like...
- I wonder what would happen if...
- I'm still unsure about...
- My next steps are...
Always try and write in the first person when writing reflectively. This will help you to focus on your thoughts/feelings/experiences rather than just a description of the experience.
Using reflective writing in your academic work
Many courses will also expect you to reflect on your own learning as you progress through a particular programme. You may be asked to keep some type of reflective journal or diary. Depending on the needs of your course this may or may not be assessed but if you are using one it's important to write reflectively. This can help you to look back and see how your thinking has evolved over time - something useful for job applications in the future. Students at all levels may also be asked to reflect on the work of others, either as part of a group project or through peer review of their work. This requires a slightly different approach to reflection as you are not focused on your own work but again this is a useful skill to develop for the workplace.
You can see some useful examples of reflective writing in academia from Monash University , UNSW (the University of New South Wales) and Sage . Several of these examples also include feedback from tutors which you can use to inform your own work.
Laptop/computer/broswer/research by StockSnap via Pixabay licenced under CC0.
Now that you have a better idea of what reflective writing is and how it can be used it's time to practice some techniques.
This page has given you an understanding of what reflective writing is and where it can be used in both work and study. Now that you have a better idea of how reflective writing works the next two pages will guide you through some activities you can use to get started.
- << Previous: Barriers to reflection
- Next: Free writing >>
- Last Updated: Jun 21, 2023 3:24 PM
- URL: https://libguides.cam.ac.uk/reflectivepracticetoolkit
© Cambridge University Libraries | Accessibility | Privacy policy | Log into LibApps
- Link to facebook
- Link to linkedin
- Link to twitter
- Link to youtube
- Writing Tips
How to Write a Reflective Essay
- 3-minute read
- 29th August 2018
If you think that a “reflective essay” is a college paper written on a mirror, this post is for you. That’s because we’re here to explain exactly what a reflective essay is and how to write one. And we can tell you from the outset that no mirrors are required to follow our advice.
What Is Reflective Writing?
The kind of “reflection” we’re talking about here is personal. It involves considering your own situation and analyzing it so you can learn from your experiences. To do this, you need to describe what happened, how you felt about it, and what you might be able to learn from it for the future.
This makes reflective writing a useful part of courses that involve work-based learning . For instance, a student nurse might be asked to write a reflective essay about a placement.
When writing a reflective essay, moreover, you may have to forget the rule about not using pronouns like “I” or “we” in academic writing. In reflective writing, using the first person is essential!
The Reflective Cycle
There are many approaches to reflective learning, but one of the most popular is Gibb’s Reflective Cycle . This was developed by Professor Graham Gibbs and can be applied to a huge range of situations. In all cases, though, it involves the following steps:
Find this useful?
Subscribe to our newsletter and get writing tips from our editors straight to your inbox.
- Description – You will need to describe your experiences in detail. This includes what happened, where and when it happened, who else was involved, and what you did.
- Feelings – How you felt before, during, and after the experience you describe.
- Evaluation and Analysis – Think about what went well and what could be improved upon based on your experience. Try to refer to ideas you’ve learned in class while thinking about this.
- Conclusions – Final thoughts on what you’ve learned from the experience.
- Action – How you will put what you’ve learned into practice.
If your reflective essay addresses the steps above, you are on the right track!
Structuring a Reflective Essay
While reflective essays vary depending upon topic and subject area, most share a basic overall structure. Unless you are told otherwise, then, your essay should include the following:
- Introduction – A brief outline of what your essay is about.
- Main Body – The main part of your essay will be a description of what happened and how it made you feel . This is also where you will evaluate and analyze your experiences, either as part of the description or as a separate section in the essay.
- Conclusion – The conclusion of your essay should sum up what you have learned from reflecting on your experiences and what you would do differently in the future.
- Reference List – If you have cited any sources in your essay, make sure to list them with full bibliographic information at the end of the document.
Finally, once you’ve written your essay, don’t forget to get it checked for spelling and grammar errors!
Share this article:
Post A New Comment
Got content that needs a quick turnaround? Let us polish your work. Explore our editorial business services.
5-minute read
Free Email Newsletter Template (2024)
Promoting a brand means sharing valuable insights to connect more deeply with your audience, and...
6-minute read
How to Write a Nonprofit Grant Proposal
If you’re seeking funding to support your charitable endeavors as a nonprofit organization, you’ll need...
9-minute read
How to Use Infographics to Boost Your Presentation
Is your content getting noticed? Capturing and maintaining an audience’s attention is a challenge when...
8-minute read
Why Interactive PDFs Are Better for Engagement
Are you looking to enhance engagement and captivate your audience through your professional documents? Interactive...
7-minute read
Seven Key Strategies for Voice Search Optimization
Voice search optimization is rapidly shaping the digital landscape, requiring content professionals to adapt their...
4-minute read
Five Creative Ways to Showcase Your Digital Portfolio
Are you a creative freelancer looking to make a lasting impression on potential clients or...
Make sure your writing is the best it can be with our expert English proofreading and editing.
Reflective writing: Reflective essays
- What is reflection? Why do it?
- What does reflection involve?
- Reflective questioning
- Reflective writing for academic assessment
- Types of reflective assignments
- Differences between discursive and reflective writing
- Sources of evidence for reflective writing assignments
- Linking theory to experience
- Reflective essays
- Portfolios and learning journals, logs and diaries
- Examples of reflective writing
- Video summary
- Bibliography
On this page:
“Try making the conscious effort to reflect on the link between your experience and the theory, policies or studies you are reading” Williams et al., Reflective Writing
Writing a reflective essay
When you are asked to write a reflective essay, you should closely examine both the question and the marking criteria. This will help you to understand what you are being asked to do. Once you have examined the question you should start to plan and develop your essay by considering the following:
- What experience(s) and/or event(s) are you going to reflect on?
- How can you present these experience(s) to ensure anonymity (particularly important for anyone in medical professions)?
- How can you present the experience(s) with enough context for readers to understand?
- What learning can you identify from the experience(s)?
- What theories, models, strategies and academic literature can be used in your reflection?
- How this experience will inform your future practice
When structuring your reflection, you can present it in chronological order (start to finish) or in reverse order (finish to start). In some cases, it may be more appropriate for you to structure it around a series of flashbacks or themes, relating to relevant parts of the experience.
Example Essay Structure
This is an example structure for a reflective essay focusing on a single experience or event:
| Introduction | |
| Part 1 | |
| Part 2 | |
| Part 3 | |
| Part 4 | |
| Part 5 | |
| Part 6 | |
| Part 7 | |
| Conclusion |
When you are writing a reflective assessment, it is important you keep your description to a minimum. This is because the description is not actually reflection and it often counts for only a small number of marks. This is not to suggest the description is not important. You must provide enough description and background for your readers to understand the context.
You need to ensure you discuss your feelings, reflections, responses, reactions, conclusions, and future learning. You should also look at positives and negatives across each aspect of your reflection and ensure you summarise any learning points for the future.
- << Previous: Reflective Assessments
- Next: Portfolios and learning journals, logs and diaries >>
- Last Updated: Jan 19, 2024 10:56 AM
- URL: https://libguides.hull.ac.uk/reflectivewriting
- Login to LibApps
- Library websites Privacy Policy
- University of Hull privacy policy & cookies
- Website terms and conditions
- Accessibility
- Report a problem
📕 Studying HQ
Ultimate Guide to Writing a Reflective Essay
Carla johnson.
- June 14, 2023
- How to Guides
Writing about yourself is a powerful way to learn and grow as a person. It is a type of writing that makes you think about your thoughts, feelings, and experiences and how they have affected your personal and professional growth. A reflective essay is a type of writing that lets you talk about your own experiences, thoughts, and insights. In this article , we’ll tell you everything you need to know about writing a reflective essay, from how to define it and figure out what it’s for to how to do it well.
What You'll Learn
Definition of a Reflective Essay
A reflective essay is a type of writing in which you write about your own thoughts, feelings, and experiences. It is a type of personal writing that lets you talk about your own thoughts and experiences and share them with other people. Students are often asked to write reflective essays for school, but they can also be used for personal or professional growth.
Purpose of a Reflective Essay
The goal of a reflective essay is to get you to think about your life and how it has affected your personal and professional growth. Reflective essays can help you learn more about yourself and your experiences, as well as find places where you can grow and improve. They can also help you get better at writing and better at getting your ideas across.
Importance of Reflective Writing
Writing about yourself and your work is an important way to grow personally and professionally. It can help you learn more about yourself, figure out where you need to grow and change, and learn more about how you think and feel. Writing about yourself can also help you get better at critical thinking and analysis , and it can help you get your ideas across better. It is a useful tool for anyone who wants to grow personally and professionally, and it can be used in many different situations, from academic writing to keeping a personal journal.
Writing about yourself and your work is a powerful way to grow personally and professionally. Reflective essays give you a chance to think about your own life and how it has affected your personal and professional growth. By writing about your thoughts and feelings, you can learn more about them, find ways to grow and improve, and improve your writing and communication skills . In the next parts of this article, we’ll show you how to write a good reflective essay step by step, from choosing a topic and organizing your thoughts to writing and revising your essay.
Elements of a Reflective Essay
A reflective essay is a type of writing that allows you to reflect on your personal experiences, thoughts, and feelings. There are several essential elements that should be included in a reflective essay to ensure that it is effective in conveying your personal reflections and experiences.
Personal Reflection
The first essential element of a reflective essay is personal reflection. This involves exploring your own thoughts and feelings about the experience you are reflecting on. It is important to be honest and open about your thoughts and feelings, as this will make your essay more authentic and meaningful.
Description of the Experience
The second element of a reflective essay is a description of the experience that you are reflecting on. This includes providing details about the experience, such as where it took place, who was involved, and what happened. The description should be clear and concise, and should provide enough detail for the reader to understand the context of your reflection.
Analysis of the Experience
The third element of a reflective essay is analysis of the experience. This involves exploring the experience in more depth, and examining your thoughts and feelings about it. You should consider what you learned from the experience, and how it impacted your personal and professional growth .
Evaluation of the Experience
The fourth element of a reflective essay is evaluation of the experience. This involves examining the experience from different perspectives, and considering its strengths and weaknesses. You should reflect on what you would do differently if you were in the same situation again, and how you could improve your response or approach.
Identification of Key Learning
The fifth element of a reflective essay is identifying the key learning that you gained from the experience. This involves reflecting on the insights and lessons that you learned from the experience, and how these have impacted your personal and professional growth. This can include new skills, knowledge, or perspectives that you gained from the experience.
Planning for Future Action
The final element of a reflective essay is planning for future action. This involves considering how you can apply the lessons and insights gained from the experience to improve your future actions. You should reflect on how you can use what you learned to approach similar situations differently in the future.
How to Write a Reflective Essay
Writing a reflective essay can be a challenging task, but by following a few simple steps, you can write an effective and meaningful essay .
Steps for Writing a Reflective Essay:
1. Brainstorming and Selecting a Topic
Begin by brainstorming and selecting a topic for your reflective essay. Think about a personal experience or event that had a significant impact on your personal or professional growth.
2. Creating an Outline
Create an outline for your essay . This should include an introduction, body, and conclusion, as well as sections for each of the essential elements described above.
3. Writing the Introduction
Write the introduction for your essay . This should include a brief overview of the experience that you will be reflecting on, as well as the purpose and focus of your essay.
4. Writing the Body
Write the body of your essay, which should include the personal reflection, description of the experience, analysis of the experience, evaluation of the experience, identification of key learning, and planning for future action . Make sure to use specific examples and details to support your reflection.
5. Writing the Conclusion
Write the conclusion for your essay , which should summarize the key points of your reflection and provide closure for the reader. You can also include a final reflection on the experience and what it means to you.
6. Revising and Editing
Pay close attention to grammar, spelling, and sentence structure as you reread and edit your essay . Make sure your essay is easy to read and flows well. You might also want someone else to look over your essay and give you feedback and ideas.
If you follow these steps, you should be able to write a good reflective essay. Remember to be honest and open about your thoughts and feelings, and to support your reflection with specific examples and details. You can become a good reflective writer with practice , and you can use this skill to help your personal and professional growth.
Reflective Essay Topics
Reflective essays can be written on a wide range of topics, as they are based on personal experiences and reflections. Here are some common categories of reflective essay topics:
Personal Experiences
– A time when you overcame a personal challenge
– A difficult decision you had to make
– A significant event in your life that changed you
– A moment when you learned an important lesson
– A relationship that had a significant impact on you
Professional Experiences
– A challenging project or assignment at work
– A significant accomplishment or success in your career
– A time when you had to deal with a difficult colleague or boss
– A failure or setback in your career and what you learned from it
– A career change or transition that had a significant impact on you
Academic Experiences
– A challenging course or assignment in school
– A significant accomplishment or success in your academic career
– A time when you struggled with a particular subject or topic and how you overcame it
– A research project or paper that had a significant impact on you
– A teacher or mentor who had a significant impact on your academic career
Cultural Experiences
– A significant trip or travel experience
– A significant cultural event or celebration you participated in
– A time when you experienced culture shock
– A significant interaction with someone from a different culture
– A time when you learned something new about a different culture and how it impacted you
Social Issues
– A personal experience with discrimination or prejudice
– A time when you volunteered or worked for a social cause or organization
– A significant event or moment related to a social issue (e.g. protest, rally, community event)
– A time when you had to confront your own biases or privilege
– A social issue that you are passionate about and how it has impacted you personally
Reflective Essay Examples
Example 1: Reflecting on a Personal Challenge
In this reflective essay, the writer reflects on a personal challenge they faced and how they overcame it. They explore their thoughts, feelings, and actions during this time, and reflect on the lessons they learned from the experience.
Example 2: Reflecting on a Professional Experience
In this reflective essay, the writer reflects on a challenging project they worked on at work and how they overcame obstacles to successfully complete it. They explore their thoughts and feelings about the experience and reflect on the skills and knowledge they gained from it.
Example 3: Reflecting on an Academic Assignment
In this reflective essay, the writer reflects on a challenging academic assignment they completed and how they overcame difficulties to successfully complete it. They explore their thoughts and feelings about the experience and reflect on the skills and knowledge they gained from it.
Example 4: Reflecting on a Cultural Experience
In this reflective essay, the writer reflects on a significant cultural experience they had, such as traveling to a new country or participating in a cultural event. Theyexplore their thoughts and feelings about the experience, reflect on what they learned about the culture, and how it impacted them personally.
Example 5: Reflecting on a Social Issue
In this reflective essay, the writer reflects on their personal experiences with discrimination or prejudice and how it impacted them. They explore their thoughts and feelings about the experience, reflect on what they learned about themselves and the issue, and how they can take action to address it.
These examples demonstrate how reflective essays can be used to explore a wide range of personal experiences and reflections. By exploring your own thoughts and feelings about an experience, you can gain insights into your personal and professional growth and identify areas for further development . Reflective writing is a powerful tool for self-reflection and personal growth, and it can be used in many different contexts to help you gain a deeper understanding of yourself and the world around you.
Reflective Essay Outline
A reflective essay should follow a basic outline that includes an introduction, body, and conclusion. Here is a breakdown of each section:
Introduction: The introduction should provide an overview of the experience you will be reflecting on and a preview of the key points you will be discussing in your essay .
Body: The body of the essay should include several paragraphs that explore your personal reflection, description of the experience, analysis of the experience, evaluation of the experience, identification of key learning, and planning for future action.
Conclusion: The conclusion should summarize the key points of your reflection and provide closure for the reader.
Reflective Essay Thesis
A reflective essay thesis is a statement that summarizes the main points of your essay and provides a clear focus for your writing. A strong thesis statement is essential for a successful reflective essay, as it helps to guide your writing and ensure that your essay is focused and coherent.
Importance of a Strong Thesis Statement
A strong thesis statement is important for several reasons. First, it provides a clear focus for your writing, which helps to ensure that your essay is coherent and well-organized. Second, it helps to guide your writing and ensure that you stay on topic throughout your essay . Finally, it helps to engage your reader and provide them with a clear understanding of what your essay is about.
Tips for Writing a Thesis Statement
To write a strong thesis statement for your reflective essay, follow these tips:
– Be clear and concise: Yourthesis statement should clearly state the main focus and purpose of your essay in a concise manner.
– Use specific language: Use specific language to describe the experience you will be reflecting on and the key points you will be discussing in your essay .
– Make it arguable: A strong thesis statement should be arguable and provide some insight or perspective on the experience you are reflecting on.
– Reflect on the significance: Reflect on the significance of the experience you are reflecting on and why it is important to you.
Reflective Essay Structure
The structure of a reflective essay is important for ensuring that your essay is well-organized and easy to read. A clear structure helps to guide the reader through your thoughts and reflections, and it makes it easier for them to understand your main points.
The Importance of a Clear Structure
A clear structure is important for several reasons. First, it helps to ensure that your essay is well-organized and easy to read. Second, it helps to guide your writing and ensure that you stay on topic throughout your essay. Finally, it helps to engage your reader and provide them with a clear understanding of the key points you are making.
Tips for Structuring a Reflective Essay
To structure your reflective essay effectively, follow these tips:
– Start with an introduction that provides an overview of the experience you are reflecting on and a preview of the key points you will be discussing in your essay .
– Use body paragraphs to explore your personal reflection, description of the experience, analysisof the experience, evaluation of the experience, identification of key learning, and planning for future action. Ensure that each paragraph has a clear focus and supports your thesis statement .
– Use transition words and phrases to connect your paragraphs and make your essay flow smoothly.
– End your essay with a conclusion that summarizes the key points of your reflection and provides closure for the reader.
– Consider using subheadings to organize your essay and make it more structured and easy to read.
By following these tips, you can create a clear and well-structured reflective essay that effectively communicates your personal experiences and reflections. Remember to use specific examples and details to support your reflection, and to keep your focus on the main topic and thesis statement of your essay .
Frequently Asked Questions (FAQs)
1. what is a reflective essay.
A reflective essay is a type of writing that allows you to reflect on your personal experiences, thoughts, and feelings. It involves exploring your own thoughts and feelings about an experience, and reflecting on what you learned from it.
2. What are the elements of a reflective essay?
The essential elements of a reflective essay include personal reflection, description of the experience, analysis of the experience, evaluation of the experience, identification of key learning, and planning for future action.
3. How do I choose a topic for a reflective essay?
To choose a topic for a reflective essay, think about a personal experience or event that had a significant impact on your personal or professional growth. You may also consider professional experiences, academic experiences, cultural experiences, or social issues that have impacted you personally.
Reflective writing is a powerful tool for personal and professional development. By exploring your own thoughts and feelings about an experience, you can gain insights into your personal and professional growth and identify areas for further development. To write an effective reflective essay, it is important to follow a clear structure, use specific examples and details to support your reflection, and stay focused on the main topic and thesis statement of your essay . By following these tips and guidelines, you can become a skilled reflective writer and use this tool to improve your personal and professional growth.
Start by filling this short order form order.studyinghq.com
And then follow the progressive flow.
Having an issue, chat with us here
Cathy, CS.
New Concept ? Let a subject expert write your paper for You
Have a subject expert write for you now, have a subject expert finish your paper for you, edit my paper for me, have an expert write your dissertation's chapter.
Typically replies within minutes
Hey! 👋 Need help with an assignment?
🟢 Online | Privacy policy
WhatsApp us
- Schools & departments
Reflective essays
Guidance and information on using reflective essays.
The reflective essay is one of the most common reflective assignments and is very frequently used for both formative and especially summative assessments. Reflective essays are about presenting reflections to an audience in a systematic and formal way.
Generally, all good academic practice for assignments applies when posing reflective essays.
Typical reflective essay questions
Reflective essays tend to deal with a reflective prompt that the essay needs to address. This also often means that the essay will have to draw on a range of experiences and theories to fully and satisfactorily answer the question.
The questions/prompts should not be too vague, for example ‘reflect on your learning’, but should define an area or an aspect relevant to your learning outcomes. This is most easily ensured with thorough guidelines, highlighting elements expected in the essay.
Questions could be something like (not exhaustive):
- reflect on learning in the course with regards to [choose an aspect]
- reflect on personal development across an experience with regards to certain skills
- reflect on development towards subject benchmarks statements and the extent to which these are achieved
- reflect on the progression towards the course’s defined learning outcomes or the school’s or the University’s Graduate Attributes
- reflect on some theory relevant to the course. (Remember that for this to be a reflective essay and not an academic/critical essay, the student must use that theory to explain/inform their own experiences, and use their own experiences to criticise and put the theory into context – that is, how theory and experience inform one another.)
Typical structure and language
Reflective essays will often require theoretical literature, but this is not always essential. Reflective essays can be built around a single individual experience, but will often draw on a series of individual experiences – or one long experience, for example an internship, that is broken into individual experiences.
The typical language and structure is formal – for thorough descriptions on this, see ‘Academic reflections: tips, language and structure’ in the Reflectors’ Toolkit, which can be valuable to highlight to students.
Academic reflections: tips, language and structure (within the Reflectors’ Toolkit)
Length and assignment weight if assessed
There is no one length that a reflective essay must take. As with all written assignments, the main consideration is that the length is appropriate for evidencing learning, answering the question and meeting the criteria.
Similarly, there is no clear answer for what percentage of the overall mark is attached to the assignment. However, the choice should mirror the required workload for the reflector to complete it, how that fits into your initiative, and the amount of preparation the reflector has had.
For instance, if the student has received formative feedback on multiple pieces of work, a larger proportion of the course mark may be appropriate, compared to if the student had not had a chance to practice. It is important to keep in mind that many students will not have had many chances to practice reflective essays before university.
Back to ‘Components of reflective tasks’
Encyclopedia
Writing with artificial intelligence, reflection essay.
- CC BY-NC-ND 4.0 by Kristen Gay
At first glance, academic and reflection can sound like contradictory concepts. Writing an academic reflection essay often involves striking a balance between a traditional, academic paper and a reflective essay. In order to find this balance, consider the terms that encompass the title of the assignment
The term “academic” suggests that the writer will be expected to observe conventions for academic writing, such as using a professional tone and crafting a thesis statement. On the other hand, the term “reflection” implies that the writer should critically reflect on their work, project, or writing process, depending on the assignment, and draw conclusions based on these observations.
In general, an academic reflection essay is a combination of these two ideas: writers should observe conventions for academic writing while critically reflecting on their experience or project. Note that the term “critically” suggests that the writing should not merely tell the reader what happened, what you did, or what you learned. Critical reflection takes the writing one step further and entails making an evaluative claim about the experience or project under discussion. Beyond telling readers what happened, critical reflection tends to discuss why it matters and how it contributed to the effectiveness of the project.
Striking the proper balance between critical reflection and academic essay is always determined by the demands of the particular writing situation, so writers should first consider their purpose for writing, their audience, and the project guidelines. While the subject matter of academic reflections is not always “academic,” the writer will usually still be expected to adapt their arguments and points to academic conventions for thesis statements, evidence, organization, style, and formatting.
Several strategies for crafting an academic reflection essay are outlined below based on three important areas: focus, evidence, and organization.
Table of Contents
A thesis statement for an academic reflection essay is often an evaluative claim about your experiences with a process or assignment. Several strategies to consider for a thesis statement in an academic reflection essay include:
- Being Critical: It is important to ensure that the evaluative claim does not simply state the obvious, such as that you completed the assignment, or that you did or did not like it. Instead, make a critical claim about whether or not the project was effective in fulfilling its purpose, or whether the project raised new questions for you to consider and somehow changed your perspective on your topic.
- Placement: For some academic reflection essays, the thesis may not come in the introduction but at the end of the paper, once the writer has fully explained their experiences with the project. Think about where the placement of your thesis will be most effective based on your ideas and how your claim relates to them.
Consider the following example of a thesis statement in an academic reflection essay:
By changing my medium from a picture to a pop song, my message that domestic violence disproportionately affects women was more effectively communicated to an audience of my classmates because they found the message to be more memorable when it was accompanied by music.
This thesis makes a critical evaluative claim (that the change of medium was effective) about the project, and is thus a strong thesis for an academic reflection paper.
Evidence for academic reflection essays may include outside sources, but writers are also asked to support their claims by including observations from their own experience. Writers might effectively support their claims by considering the following strategies:
- Incorporating examples: What examples might help support the claims that you make? How might you expand on your points using these examples, and how might you develop this evidence in relation to your thesis?
- Personal anecdotes or observations: How might you choose relevant personal anecdotes/observations to illustrate your points and support your thesis?
- Logical explanations: How might you explain the logic behind a specific point you are making in order to make it more credible to readers?
Consider the following example for incorporating evidence in an academic reflection essay:
Claim: Changing the medium for my project from a picture to a pop song appealed to my audience of fellow classmates.
Evidence: When I performed my pop song remediation for my classmates, they paid attention to me and said that the message, once transformed into song lyrics, was very catchy and memorable. By the end of the presentation, some of them were even singing along.
In this example, the claim (that the change of medium was effective in appealing to the new audience of fellow classmates) is supported because the writer reveals their observation of the audience’s reaction. (For more about using examples and anecdotes as examples, see “Nontraditional Types of Evidence.”)
Organization
For academic reflection essays, the organizational structure may differ from traditional academic or narrative essays because you are reflecting on your own experiences or observations. Consider the following organizational structures for academic reflection essays:
- Chronological Progression: The progression of points will reflect the order of events/insights as they occurred temporally in the project.
Sample Chronological Organization for a Remediation Reflection:
Paragraph 1: Beginning of the project
Paragraph 2: Progression of the remediation process
Paragraph 3: Progression of the remediation process
Paragraph 4: Progression of the remediation process
Paragraph 5: Progression of the remediation process
Paragraph 6: Conclusion—Was the project effective. How and why? How did the process end?
- By Main Idea/Theme: The progression of points will centralize on main ideas or themes of the project.
Sample Organization By Main Idea/Theme for a Remediation Reflection:
Paragraph 1: Introduction
Paragraph 2: Discuss the message being translated
Paragraph 3: Discuss the change of medium
Paragraph 4: Discuss the change of audience
Paragraph 5: Was the change effective? Explain.
Paragraph 6: Conclusion
Remember that while these strategies are intended to help you approach an academic reflection paper with confidence, they are not meant to be prescriptive. Academic reflection essays are often unique to the writer because they ask the writer to consider their observations or reactions to an experience or project. You have distinctive ideas and observations to discuss, so it is likely that your paper will reflect this distinctiveness. With this in mind, consider how to most effectively compose your paper based on your specific project guidelines, instructor suggestions, and your experiences with the project.
Brevity – Say More with Less
Clarity (in Speech and Writing)
Coherence – How to Achieve Coherence in Writing
Flow – How to Create Flow in Writing
Inclusivity – Inclusive Language
The Elements of Style – The DNA of Powerful Writing
Suggested Edits
- Please select the purpose of your message. * - Corrections, Typos, or Edits Technical Support/Problems using the site Advertising with Writing Commons Copyright Issues I am contacting you about something else
- Your full name
- Your email address *
- Page URL needing edits *
- Comments This field is for validation purposes and should be left unchanged.
Featured Articles
Academic Writing – How to Write for the Academic Community
Professional Writing – How to Write for the Professional World
Credibility & Authority – How to Be Credible & Authoritative in Research, Speech & Writing
- TemplateLab
Reflective Essay Examples
50 best reflective essay examples (+topic samples).
If you have ever read reflective essay examples, you would know that these types of written works examine the writer’s life experiences . When you write a reflective paper example, you write about your own experiences and explore how you’ve changed, grown or developed because of those experiences. There’s no standard format for this essay as it may vary depending on the target audience.
Table of Contents
- 1 Reflective Essay Examples
- 2 What is a reflective essay?
- 3 Reflective Paper Examples
- 4 Format of reflective essay
- 5 Creating the outline of reflective essay examples
- 6 Reflective Paper Samples
- 7 Tips for writing reflective essay
- 8 Reflective Essay Samples
What is a reflective essay?
A reflective essay is a type of written work which reflects your own self. Since it’s about yourself, you already have a topic to write about. For reflective essay examples, readers expect you to evaluate a specific part of your life. To do this, you may reflect on emotions, memories, and feelings you’ve experienced at that time.
Since you’re writing reflection essay samples about yourself, make sure that they’re interesting and exciting. This is very important so that your readers don’t get bored with what you’ve written. Reflective essays are very personal thus, they’re a special type of essay. As you write one, you need to reflect, think, and explain.
In the essay, you should demonstrate and describe different feelings or emotions which you’ve felt in the past. These statements breathe life into your essay as your readers start picturing what you’ve written in their minds. Reflective essays are very honest, personal, and emotional, especially those which describe painful experiences.
Reflective Paper Examples
Format of reflective essay
As aforementioned, reflective essay examples don’t have a standard format. They seem easy enough to write but once you’ve sat down to start writing, you may suddenly find the task very challenging! Besides the format, you must think about the life experience you want to write about and remember everything about it.
A reflective paper example is a lot like a personal journal or diary. Of course, the difference is that other people will read your essay. Therefore, you must write it with good structure and coherence. In this regard, reflective essays are a lot like the other types of essays too.
When writing a reflective essay, you will have to examine your own life experiences. The purpose of writing such an essay is to provide yourself with a platform to share your most meaningful life experiences with other people. You can also use it as a way to explore how your experiences have changed you as a person.
You can present reflective writing in different formats. Most of the time though, people use a learning log or a diary entry format. You can use these formats and others. Just make sure that your essay has a good flow and that it’s easy for other readers to understand.
The format to use for your reflection essay samples would depend on your target audience. You can make an academic reflective essay or you can make it as a general and informal piece of writing. If you need to write the essay for a class assignment, follow the format given to you by your teacher.
No matter what format you choose, you may write an essay which:
- Focuses on your personal growth Such an essay helps you learn how to evaluate and analyze the experiences you have had in your personal life. This helps promote emotional development and growth. It also helps you understand yourself and your behaviors better.
- Focuses on literature For this type of essay, you may have to include references to literature and apply these to your own life experiences. Such essays are commonly given as assignments to students in school.
Creating the outline of reflective essay examples
Before you write your reflective essay examples, you must create an outline for them. Although you’d write about your own life, creating an outline gives structure to your essay to serve as a guide for what you want to write about.
Whether you need to write an essay for school, for a magazine or for any other reason, creating an outline is the very first step. With a good outline, you have a better idea of how your essay will flow from one paragraph to the next all the way to the conclusion.
When creating the outline of your reflective paper example, keep it organized. Develop the outline gradually and put a lot of thought into it. In doing this, you make the writing process much easier. Here is a rundown of the steps involved in the essay-writing process:
- Choose a topic (a significant life experience you want to write about)
- Gather information
- Create an outline
- Write a draft
- Finalize your essay
Reflective Paper Samples
Tips for writing reflective essay
As you think about the content of your reflection essay samples, remember that the important thing is that such an essay must be highly personal but also engaging to readers. There’s so much more to reflective essays than just writing your story. You must also reflect on your experiences to engage your audiences.
For your starting point, think about the most significant experiences you had in your life. Those which had either a negative or a positive impact on you as a person. If the reflective essay is a school assignment, your professor would probably specify what you must write about. Here are some tips for you for writing your reflective paper example:
- Reflection The most important part of writing your reflective essay is the reflective process. Think about the personal experience you want to write about. Focus on what happened, how this experience made you feel, and how it affected your life. Explore your memories and emotions for this part of the process. As you’re recalling and reflecting on your life experience, take a lot of notes . Write down all the details you remember and try to be as clear and as detailed as you possibly can. Take as much time as you need for reflection. You can even close your eyes as you try to remember those experiences vividly. When you’re confident that you have recalled all of the details of your life experience, it’s time to write your essay. To make it more meaningful, try to answer some important questions about your life experience including: Did you learn anything new about yourself because of this experience? Have you grown or developed because of this experience? If so, in what way? Did this experience impact your life positively or negatively? If you had the chance to experience this all over again, would you do anything differently? Why did you behave in such a way at the time of this experience? Did you make the right choices? What are your general thoughts and feelings about this experience? Can you say that you learned from this experience? Did you gain any new perspectives or skills because of this experience? These are “signpost questions” which can help you write a more meaningful essay. These are just some examples, you can also think of your own questions to ask yourself. The point of these questions is to make sure that you think critically and deeply about the experience you’re writing about.
- Planning After you’ve reflected on your life experience, it’s time to start planning your essay. When it’s time to start, you might feel as if you’re not adequately prepared even though you’ve done a lot of reflection. This is a normal feeling, especially if you want to create a written piece which people will love reading. To ease your anxiety and doubt, come up with a well-rounded and comprehensive plan. The best way to do this is through an outline. With an outline to guide your writing process, you can come up with an essay that’s more coherent and which has a clear structure. An outline or plan is important for reflective essays. Since you’re writing about an emotionally-charged topic, you might find yourself getting “lost” along the way. This is especially true if you’re writing about a painful experience which still affects you until now. The outline serves as a map for you to keep your thoughts organized. In your outline, make sure to establish all of the fundamental details you wish to include in your essay. This helps you pick out and remove any superfluous information to make it easier to read and understand. Planning the points you want to write about makes it easier for you to stay on point. As such, your writing becomes a lot clearer and your readers can follow your line of thought. An outline also prevents you from missing out any relevant information. It’s very difficult and frustrating to go back after you’ve written the whole essay just to fit in this information! Planning your essay also saves you a lot of time. Coming up with the structure makes you more familiar with your essay even before you start writing it. Thus, you can spend more time writing, revising, and proofreading your essay to make it the best version possible.
Reflective Essay Samples
More Templates
Binder Cover Templates
Graph Paper Templates
Cover Page Templates
Essay Outline Templates
Statement Of Purpose
Persuasive Essay Examples
- About this site
- Curricular Affairs Contact
- FID Philosophy
- Faculty Mentoring
- Educational Program Objectives
- ARiM Initiatives
- Faculty Support
- Active Learning Theory
- Curriculum Development
- Developmental Learning Theory
- Peer Review of Teaching
- Resources & Strategies
- Flipped Learning
- Teaching Guides
- Educational Strategies
- Large Group Sessions
- Team Learning
- Constructive Feedback
- Ed Tech & Training
- Med Ed Distinction Track
- Affiliate Clinical Faculty
- Faculty Instructional Development Series
- Microskills 1-Min Preceptor
- BDA for Teaching
- Med Ed Resources
- RIME Framework
- WBA in Clerkship
- About Instructional Tech
- Software Worth Using
- Apps for Learning
- Apps for Teaching
- Apps for Research
- Copyright Resources
- Application Online
- Program Goals
- Program Competence Areas
- Program Timeline
- Program Activities
- Projects & Presentations
- Participants
- SOS Series Calendar
- Presentation Tools
- Communication Tools
- Data Collection & Analysis
- Document Preparation
- Project Management Tools
You are here
The process of reflective feedback conversations.
The goal of feedback is to assist the learner in improving their knowledge, skills, attitudes or behaviors relevant to educational program objectives and goals.
To be effective, feedback should be constructive (helpful).
To be constructive, feedback must contain information upon which the learner can act to improve performance.
The feedback process, then, should offer the learner an opportunity to reflect on performance and the learning process. Reflection is critical to professional learning Schön's, 1983 ).
"Reflective feedback conversations" (Cantillon & Sargeant, 2008 ) offer a strategic approach for promoting the learner's critical reflection, self-assessment and a fact-based process to improvement.
The graphic (right) highlights the key components of this model, paraphrased below:
- Invite self-assessment
- Provide actionable guidance
- Describe relevant, observable behaviors to include constructive compliments and constructive correction.
Framing feedback as a conversation communicates to the learner that they are responsible for self-assessing and participating in a plan for improvement. Feedback, rather than being a one-way transmission, is a dialogue.
This model recommends that both constructive compliments and corrective comments are included in feedback. What makes complimentary and corrective comments constructive? A description of specific relevant, observable behaviors.
You will find more resources, teaching guides and presentations on reflective feedback conversations on this site.
Related Resources
References Feedback Guide Formative Feedback Narrative Feedback
Jessica McIntosh's ePortfolio
Ma1 learning journey, my reflection on feedback.
Personally, I feel that feedback is very beneficial. Feedback is given to improve you as a person and ensure that you can do the job to the best of your ability. I am a dancer and a horse rider and both these sports involve a lot of feedback. You should not feel embarrassed by negative feedback as it is only being given to make you better. Both in horse riding and dancing, I have had private lessons during which I was given a lot of feedback and criticism to take on board. I have learnt not to be offended by it as my teacher only wants me to be the best that I can. Also in group lessons and classes, we learnt to give feedback to each other to ensure that we were all kept safe and that our group could come out on top and win competitions.
The benefits of feedback is that it helps you grow as a group. It makes you feel that you can rely on others and that they will help you when needed. It also helps you to improve your skills and allows you to identify where more work is needed. Also sometimes, having another person’s perspective changes your view on something and allows you to develop a deeper understanding of the topic. However, a disadvantage of peer feedback is that it could be used incorrectly. Sometimes, people respond harshly when they originally didn’t intend to which can led to disagreements and frustration.
I have found that receiving postive feedback makes me feel more confident in my work. Any negative feedback I receive makes me even more determined to work harder to ensure that I do not make the same mistake again. I feel that when you are given feedback, it encourages you to work harder due to the confidence boost and also because you want to prove to the person that you have taken their views on board and have improved.
When given feedback, I find it easy to give positive feedback but I find it more difficult to express the negative feedback. I have learnt that if you word it in a certain way it comes across better. For example – maybe next time, you should think more about…
Feedback is something which is used throughout life and as a teacher it is important to give feedback to pupils and fellow teachers. As a student teacher, I will be receiving a lot of feedback from lectures and teachers on my placement and I understand that not all of it is going to be positive but I know that it will make me even more determined to succeed and try harder.
2 thoughts on “ My reflection on Feedback ”
I really enjoyed reading your post. I agree with what you say about positive feedback building confidence, and how negative feedback can make you all the more determined! It’s sometimes difficult to not take comments personally, but as you say, feedback is something used throughout life, and as teachers we need to embrace the use of it to our advantage and to encourage our pupils in the future.
I love how you associate critical feedback with determination to improve. We could all take a leaf out of your book here! It’s true that no-one can become an expert at what they do without constructive feedback from others, and so I feel that you have a really healthy way of viewing it.
Leave a Reply Cancel reply
Your email address will not be published. Required fields are marked *
Save my name, email, and website in this browser for the next time I comment.
Glow Blogs uses cookies to enhance your experience on our service. By using this service or closing this message you consent to our use of those cookies. Please read our Cookie Policy. OK
The Reflective Essay
The reflective essay serves two key purposes in your portfolio:
- First, it gives your reviewers some insight into your development as a writer and the role writing has played in your Carleton education.
- Second, it allows you to tell your readers about each individual essay in the portfolio–where and how you came to write it, why you included it, what it reveals about you as a writer, etc.
- Third, and perhaps most importantly, writing the reflective essay allows you, the writer, to stop and consider what you have gained from your varied writing experiences at Carleton and how you intend to develop your skills going forward.
These three purposes mean that the reflective essay is perhaps the most important single component of your portfolio. Since it’s the only item you will write exclusively for the portfolio, it’s the only opportunity you will have to connect directly with your reviewers and draw their attention to the most important qualities of your writing. Furthermore, the reflective essay provides you an opportunity to take stock of your own writing and draw your own conclusions about its strengths and weaknesses, rather than relying on the assessments of your professors. Thus, the amount of time and effort you put into your reflective essay will often determine whether you find the portfolio process to be a valuable experience or just another hurdle on the way to graduation.
The questions below should serve as a guide for your reflective essay. You do not have to address the questions in any particular order, nor do you have to give them all equal time and attention (though you should try to address them all in some way). Furthermore, if any of the questions simply do not apply to your experience, feel free to skip them or reframe them. In the end, your reflective essay as a whole should read as just that—a single essay with a clear flow of ideas throughout, not a series of short responses to each of the questions below. The primary goal here is to provide your readers with useful context for your writing, not to answer these particular questions in this particular order.
- Note: these need not be specifically writing skills, just skills that helped you as a writer . For instance, you may have found that your time management skills were a significant asset as you began to tackle college-level writing assignments.
- What challenges (if any) did you face in meeting the expectations for writing in your Carleton classes? How did you meet these challenges?
- How have you grown or developed as a writer over the past two years? How has the writing you’ve completed fit into your overall progress as a student, scholar, or thinker at Carleton?
- How do you expect writing to fit into your academic work in the future? What aspects of your writing do you plan to develop further?
Your reflective essay should also explain how each of the essays you selected from your Carleton classes fits into the overall narrative of your development as a writer. You can address this over the course of the essay, as part of the overall narrative or argument, or you can include a series of paragraphs at the end of the essay that addresses each piece in turn. Either way, some questions you might address here are:
- How does each essay demonstrate major skills you’ve acquired or improved? (These do not necessarily need to line up with the portfolio requirements — analysis, interpretation, observation, etc. — you can also just state in your own words what you feel you gained from writing each essay.)
- Do one or more of them represent significant “turning points” or moments in your development as a writer?
- Do one or more of them illustrate something about your individual style or approach to writing?
You should write at least a sentence or two about each essay in the portfolio, but you can certainly write more if you have more to say about a given piece. Regardless of how much you write about each essay, though, it is extremely important that you address what each piece brings to the portfolio, because this allows your readers understand what you want them to see when they review your work.
Length and Format
There is no minimum or maximum length for the reflective essay, but as a general guideline, it should be roughly 500-1200 words (~2-3 standard, double-spaced pages). Anything less than 500 words and you are unlikely to address the key ideas in enough depth to engage your readers. Anything more than 1200 words and readers are likely to begin “skimming” fairly heavily as they read.
Regardless of length, your reflective essay should be double-spaced and written in an easily readable 12-point font.
Titles are encouraged, but not required, though you should at the very least clearly label the document “Reflective Essay” at the top.
Additional Guidelines
Your reflective essay should:.
- Make an overall argument about how you have developed as a writer since your first term at Carleton.
- Use details from your personal experience to support your conclusions.
- Address how each of your essays in some way illustrates your development.
- Be roughly 500-1000 words long (roughly 2-3 double-spaced pages).
- Maintain a generally academic tone. It’s okay to be light or even humorous in your essay, but you should avoid being glib or dismissive of the portfolio process.
- Stay focused on your experience — i.e. it should not read as an evaluation of your individual classes or Carleton as a whole (though you’re free to express positive or negative opinions about the college that are relevant to your experience).
Your Reflective essay should NOT:
- For example, you might mention that an essay came from your A&I course in order to explain how it illustrates some of the writing abilities you brought with you from high school, but also illustrates some weaknesses in your writing that you improved upon in later essays–ideally essays that are also included in the portfolio.
- Simply restate basic ethos of the college (e.g. “I believe that writing is essential in a liberal arts education…”) without explaining how these ideas apply to your experience. Your goal is not to prove that you have internalized the “Carleton philosophy” of liberal arts education and the importance of writing. Rather, your readers want to see how you have experienced and grown from your time here.
Your Reflective Essay CAN:
- Point out areas where your writing has improved over time. You might, for example, acknowledge that a more recent essay in your portfolio has a better argument or more refined language than an essay from several terms back.
- Discuss your experiences as a writer before Carleton, particularly if you transferred to Carleton from another college or university.
- Recognize particular challenges you’ve faced in developing your writing skills, such as learning English as a second language or not having significant experience with academic writing before Carleton.
- Express criticisms or disappointments with your experiences at Carleton. While you should keep your audience (Carleton faculty and staff) and the context (an assessment of your academic writing skills) in mind, you do not have to be a “cheerleader” for Carleton. If you feel that there are gaps or shortcomings in the education you’ve received over the past few years that have made it more challenging for you to develop your writing skills in the way you wished to, you are welcome to say so.
Feedback seeking and student reflective feedback literacy: a sociocultural discourse analysis
- Published: 25 November 2023
Cite this article
- David Carless ORCID: orcid.org/0000-0003-1449-5174 1 &
- Stephanie Young 1
1167 Accesses
4 Citations
18 Altmetric
Explore all metrics
A significant and somewhat under-exploited aspect of feedback literacy research lies in students’ feedback-seeking behaviors. This research charts progress in oral feedback seeking by means of a three-year longitudinal inquiry focused on the feedback literacy development of an undergraduate co-author. The study is framed through sociocultural learning theories and the notion of feedback encounters to illustrate how social and relational feedback interactions encourage meaning-making and feedback uptake. Data comprise the student’s reflective journal of feedback experiences; regular documented interactions between the two co-researchers; digitally recorded and transcribed feedback encounters over four consecutive semesters; and teacher feedback on completed assignments. Sociocultural discourse analysis is deployed to uncover how the student and her teachers used talk to co-construct shared thinking about assignment work-in-progress. Features of the selected feedback encounters include interthinking and the interweaving of cumulative and exploratory talk. Reflecting on feedback-seeking experiences over time stimulated student feedback literacy development through progress in preparing for, participating in, following up, and working with emotions in feedback encounters. Originality and significance lie in drawing conceptual linkages between feedback seeking, reflection, and the development of student feedback literacy and in exemplifying innovative ways of conducting feedback research on the student experience of feedback. We introduce the concept of student reflective feedback literacy to represent considered analysis of feedback evidence and experiences informing ongoing efforts to seek, make sense of, and use feedback. Incorporating within the curriculum sustained opportunities for student reflections about feedback carries the potential to develop student feedback literacy and merits further investigation.
This is a preview of subscription content, log in via an institution to check access.
Access this article
Subscribe and save.
- Get 10 units per month
- Download Article/Chapter or eBook
- 1 Unit = 1 Article or 1 Chapter
- Cancel anytime
Price includes VAT (Russian Federation)
Instant access to the full article PDF.
Rent this article via DeepDyve
Institutional subscriptions
Similar content being viewed by others
Learners’ Feedback Literacy and the Longer Term: Developing Capacity for Impact
Students’ engagement across a typology of teacher feedback practices
Feedback literacy: a critical review of an emerging concept
Explore related subjects.
- Artificial Intelligence
Adams, G. (2018). A narrative study of the experience of feedback on a professional doctorate: ‘A kind of flowing conversation.’ Studies in Continuing Education, 41 (2), 191–206.
Article Google Scholar
Ajjawi, R., & Boud, D. (2017). Researching feedback dialogue: An interactional analysis approach. Assessment & Evaluation in Higher Education, 42 (2), 252–265. https://doi.org/10.1080/02602938.2015.1102863
Anseel, F., Beatty, A., Shen, W., Lievens, F., & Sackett, P. (2015). How are we doing after 30 years? A meta-analytic review of the antecedents and outcomes of feedback-seeking behavior. Journal of Management, 41 (1), 318–348. https://doi.org/10.1177/0149206313484521
Bing-You, R., Palka, P., Ford, M., & Trowbridge, R. (2018). The art (and artifice) of seeking feedback: Clerkship students’ approaches to asking for feedback. Academic Medicine, 93 (8), 1218–1226. https://doi.org/10.1097/ACM.0000000000002256
Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design. Assessment & Evaluation in Higher Education, 38 (6), 698–712. https://doi.org/10.1080/02602938.2012.691462
Braun, V., & Clarke, V. (2021). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 18 (3), 328–352.
Carless, D. (2020). A longitudinal inquiry into students’ experiences of feedback: A need for teacher-student partnerships. Higher Education Research & Development, 39 (3), 425–438.
Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43 (8), 1315–1325. https://doi.org/10.1080/02602938.2018.1463354
Coppens, K., van den Broeck, L., Winstone, N., & Langie, G. (2023). Capturing student feedback literacy using reflective logs. European Journal of Engineering Education, 48 (4), 653–666. https://doi.org/10.1080/03043797.2023.2185501
De Kleijn, R. (2023). Supporting student and teacher feedback literacy: An instructional model for student feedback processes. Assessment & Evaluation in Higher Education, 48 (2), 186–200. https://doi.org/10.1080/02602938.2021.1967283
Esterhazy, R. (2018). What matters for productive feedback? Disciplinary practices and their relational dynamics. Assessment & Evaluation in Higher Education, 43 (8), 1302–1314. https://doi.org/10.1080/02602938.2018.1463353
Esterhazy, R., & Damşa, C. (2019). Unpacking the feedback process: An analysis of undergraduate students’ interactional meaning-making of feedback comments. Studies in Higher Education, 44 (2), 260–274.
Gaunt, A., Patel, A., Fallis, S., et al. (2017). Surgical trainee feedback-seeking behavior in the context of workplace-based assessment in clinical settings. Academic Medicine, 92 (6), 827–834. https://doi.org/10.1097/ACM.0000000000001523
Gravett, K., & Winstone, N. (2019). ‘Feedback interpreters’: The role of learning development professionals in facilitating university students’ engagement with feedback. Teaching in Higher Education, 24 (6), 723–738. https://doi.org/10.1080/13562517.2018.1498076
Henderson, M., Ajjawi, R., Boud, D., & Molloy, E. (2019). Identifying feedback that has impact. In M. Henderson, R. Ajjawi, D. Boud, & E. Molloy (Eds.), The Impact of Feedback in Higher Education (pp. 15–34). Palgrave.
Chapter Google Scholar
Heron, M., Medland, E., Winstone, N., & Pitt, E. (2023). Developing the relational in teacher feedback literacy: Exploring feedback talk. Assessment & Evaluation in Higher Education, 48 (2), 172–185. https://doi.org/10.1080/02602938.2021.1932735
Jensen, L., Bearman, M., & Boud, D. (2023). Feedback encounters: Towards a framework for analyzing and understanding feedback processes. Assessment & Evaluation in Higher Education, 48 (1), 121–134. https://doi.org/10.1080/02602938.2022.2059446
Johnson, M., & Mercer, N. (2019). Using sociocultural discourse analysis to analyse professional discourse. Learning, Culture and Social Interaction, 21 , 267–277.
Johnson, C., Keating, J., & Molloy, E. (2020). Psychological safety in feedback: What does it look like and how can educators work with learners to foster it? Medical Education, 54 , 559–570.
Joughin, G., Boud, D., Dawson, P., & Tai, J. (2021). What can higher education learn from feedback seeking behaviour in organisations? Implications for feedback literacy. Assessment & Evaluation in Higher Education, 46 (1), 80–91.
Kim, K. M. (2018). Academic socialization of doctoral students through feedback networks: A qualitative understanding of the graduate feedback landscape. Teaching in Higher Education, 23 (8), 963–980.
Knight, S., & Mercer, N. (2015). The role of exploratory talk in classroom search engine tasks. Technology, Pedagogy and Education, 24 (3), 303–319.
Leenknecht, M., & Carless, D. (2023). Students’ feedback seeking behaviour in undergraduate education: A scoping review. Educational Research Review . https://doi.org/10.1016/j.edurev.2023.100549
Li, S., & Seale, C. (2007). Managing criticism in PhD supervision: A qualitative case study. Studies in Higher Education, 32 (4), 511–526.
Littleton, K., & Mercer, N. (2013). Interthinking: Putting Talk to Work . Routledge.
Book Google Scholar
McArthur, J. (2023). Rethinking authentic assessment: Work, well-being, and society. Higher Education., 85 , 85–101. https://doi.org/10.1007/s10734-022-00822-y
McCune, V. (2004). Development of first-year students’ conceptions of essay writing. Higher Education, 47 , 257–282.
Mercer, N. (2004). Sociocultural discourse analysis: Analysing classroom talk as a social mode of thinking. Journal of Applied Linguistics, 1 (2), 137–168.
Molloy, E., Boud, D., & Henderson, M. (2020). Developing a learning-centred framework for feedback literacy. Assessment & Evaluation in Higher Education, 45 (4), 527–540. https://doi.org/10.1080/02602938.2019.1667955
Mulliner, E., & Tucker, M. (2017). Feedback on feedback practice: Perceptions of students and academics. Assessment & Evaluation in Higher Education, 42 (2), 266–288. https://doi.org/10.1080/02602938.2015.1103365
Nguyen, N. T. B., & Mushin, I. (2022). Understanding equivocal feedback in PhD supervision meetings: A conversation analysis. Teaching in Higher Education . https://doi.org/10.1080/13562517.2022.2068348
Nieminen, J. H., & Carless, D. (2023). Feedback literacy: A critical review of an emerging concept. Higher Education, 85 , 1381–1400. https://doi.org/10.1007/s10734-022-00895-9
O’Donovan, B. (2017). How student beliefs about knowledge and knowing influence their satisfaction with assessment and feedback. Higher Education, 74 (4), 617–633.
O’Donovan, B., Rust, C., & Price, M. (2016). A scholarly approach to solving the feedback dilStephanie in practice. Assessment & Evaluation in Higher Education, 41 (6), 938–949. https://doi.org/10.1080/02602938.2015.1052774
Papi, M., Rios, A., Pelt, H., & Esra, O. (2019). Feedback-seeking behavior in language learning: Basic components and motivational antecedents. The Modern Language Journal, 103 (1), 205–226. https://doi.org/10.1111/modl.12538
Steen-Utheim, A., & Hopfenbeck, T. (2019). To do or not to do with feedback: A study of undergraduate students’ engagement within a portfolio assessment design. Assessment & Evaluation in Higher Education, 44 (1), 80–96. https://doi.org/10.1080/02602938.2018.1476669
Wanberg, C., & Kammeyer-Mueller, J. (2000). Predictors and outcomes of proactivity in the socialization process. Journal of Applied Psychology, 85 (3), 373–385. https://doi.org/10.1037/0021-9010.85.3.373
Warwick, P., Vrikki, M., Vermunt, J., Mercer, N., & van Halem, N. (2016). Connecting observations of student and teacher learning: An examination of dialogic processes in lesson study discussions in Mathematics. ZDM, 48 (4), 555–569.
Wood, J. (2023). Enabling feedback seeking, agency and uptake through dialogic screencast feedback. Assessment & Evaluation in Higher Education, 48 (4), 464–484. https://doi.org/10.1080/02602938.2022.2089973
Download references
Acknowledgements
We would like to thank Marion Heron, Jiahui Luo, Emma Medland, Neil Mercer, Juuso Nieminen, Steve Walsh, and the anonymous reviewers for their advice.
The first author’s work was supported by a Humanities and Social Sciences Prestigious Fellowship Scheme Award from the Research Grants Council of Hong Kong, HKU 37000421.
Author information
Authors and affiliations.
Faculty of Education, University of Hong Kong, Hong Kong, Hong Kong
David Carless & Stephanie Young
You can also search for this author in PubMed Google Scholar
Corresponding author
Correspondence to David Carless .
Ethics declarations
Conflict of interest.
The authors declare no competing interest.
Additional information
Publisher's note.
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Appendix 1. Transcript conventions (adapted from Nguyen & Mushin, 2022)
Appendix 1. transcript conventions (adapted from nguyen & mushin, 2022 ).
= | Temporary latched talk |
() | Stephanie’s identification of para-linguistic features |
(()) | Additional commentary by Stephanie |
… | Short pause |
[…] | Utterances omitted |
Rights and permissions
Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
Reprints and permissions
About this article
Carless, D., Young, S. Feedback seeking and student reflective feedback literacy: a sociocultural discourse analysis. High Educ (2023). https://doi.org/10.1007/s10734-023-01146-1
Download citation
Accepted : 17 November 2023
Published : 25 November 2023
DOI : https://doi.org/10.1007/s10734-023-01146-1
Share this article
Anyone you share the following link with will be able to read this content:
Sorry, a shareable link is not currently available for this article.
Provided by the Springer Nature SharedIt content-sharing initiative
- Feedback seeking
- Feedback encounters
- Feedback literacy
- Find a journal
- Publish with us
- Track your research
- +44 (0) 207 391 9032
Recent Posts
- What Is an Internship? Everything You Should Know
How Long Should a Thesis Statement Be?
- How to Write a Character Analysis Essay
- Best Colours for Your PowerPoint Presentation: How to Choose
- How to Write a Nursing Essay
- Top 5 Essential Skills You Should Build As An International Student
- How Professional Editing Services Can Take Your Writing to the Next Level
- How to Write an Effective Essay Outline
- How to Write a Law Essay: A Comprehensive Guide with Examples
- What Are the Limitations of ChatGPT?
- Academic News
- Custom Essays
- Dissertation Writing
- Essay Marking
- Essay Writing
- Essay Writing Companies
- Model Essays
- Model Exam Answers
- Oxbridge Essays Updates
- PhD Writing
- Significant Academics
- Student News
- Study Skills
- University Applications
- University Essays
- University Life
- Writing Tips
How to Implement Essay Feedback: A Guide to Academic Success
(Last updated: 24 November 2023)
Since 2006, Oxbridge Essays has been the UK’s leading paid essay-writing and dissertation service
We have helped 10,000s of undergraduate, Masters and PhD students to maximise their grades in essays, dissertations, model-exam answers, applications and other materials. If you would like a free chat about your project with one of our UK staff, then please just reach out on one of the methods below.
Embarking on the journey of essay writing is both an art and a skill that requires continuous refinement. One crucial aspect that contributes to this refinement is constructive feedback. Feedback acts as a guiding light, illuminating areas for improvement and highlighting strengths. In this blog post, we'll explore the significance of essay feedback and discuss effective ways to implement it into your writing process.
The Importance of Feedback for Your Essays
Constructive feedback is a cornerstone of academic development. It serves as a valuable tool for honing writing skills, refining arguments, and enhancing overall clarity. Feedback encourages self-reflection, individualised development, and the fostering of a growth mindset. Beyond academia, it prepares students for the real world, nurturing a skill vital for professional success – the ability to receive, process, and act on constructive criticism.
Establishing a Feedback System
- Peer Review : Encourage a collaborative environment by engaging in peer review sessions. Peer feedback provides diverse perspectives, helping you identify blind spots and areas that may require clarification. Constructive criticism from peers fosters a supportive writing community.
- Instructor Feedback : Seek feedback from instructors or mentors who can provide expert insights. Instructors often offer valuable guidance on structure, argumentation, and the application of critical concepts. Don't hesitate to ask for clarification if certain feedback points are unclear. If you need expert guidance to enhance your essay writing , our dedicated team of experienced academics and editors can provide personalised feedback tailored to your unique writing style.
- Online Platforms : Leverage online platforms and writing communities where you can submit your work for feedback. Websites and forums dedicated to writing often have members who are willing to offer constructive criticism. Be open to feedback from diverse sources to get a comprehensive view of your writing.
Implementing Feedback Effectively
- Prioritise Revisions : Once you receive feedback, prioritise implementing revisions. Identify the key areas for improvement and revise your essay accordingly. This iterative process not only enhances the quality of your current work but also contributes to your growth as a writer.
- Reflect on Feedback : Take the time to reflect on the feedback received. Understand the rationale behind the comments and consider how you can apply the suggestions in your future writing. This reflective process builds a deeper understanding of your strengths and areas that need refinement.
- Iterative Writing Process : View essay writing as an iterative process. Each draft is an opportunity for improvement. Embrace the feedback loop by consistently refining your work. The more you engage with feedback, the more your writing will evolve.
Become a More Proficient Writer
Implementing effective essay feedback is a dynamic process that requires openness to critique and a commitment to improvement. Whether it's through peer reviews, instructor feedback, or online platforms, the insights gained from others are invaluable. By embracing feedback as a catalyst for growth, you can refine your writing skills and navigate the path to becoming a more proficient and confident writer. Remember, your writing journey is a continuous evolution, and each piece of feedback is a stepping stone towards mastery.
Essay exams: how to answer ‘To what extent…’
How to write a master’s essay
Writing Services
- Essay Plans
- Critical Reviews
- Literature Reviews
- Presentations
- Dissertation Title Creation
- Dissertation Proposals
- Dissertation Chapters
- PhD Proposals
- Journal Publication
- CV Writing Service
- Business Proofreading Services
Editing Services
- Proofreading Service
- Editing Service
- Academic Editing Service
Additional Services
- Marking Services
- Consultation Calls
- Personal Statements
- Tutoring Services
Our Company
- Frequently Asked Questions
- Become a Writer
Terms & Policies
- Fair Use Policy
- Policy for Students in England
- Privacy Policy
- Terms & Conditions
- [email protected]
- Contact Form
Payment Methods
Cryptocurrency payments.
Gisela Salomon, Associated Press Gisela Salomon, Associated Press
Valerie Gonzalez, Associated Press Valerie Gonzalez, Associated Press
Leave your feedback
- Copy URL https://www.pbs.org/newshour/politics/texas-other-gop-led-states-sue-over-program-to-give-legal-status-to-immigrant-spouses-of-u-s-citizens
Texas, other GOP-led states sue over program to give legal status to immigrant spouses of U.S. citizens
Sixteen Republican-led states are suing to end a federal program that could potentially give nearly half a million immigrants without legal status who are married to U.S. citizens a path to citizenship.
The coalition filed suit Friday to halt the program launched by President Joe Biden in June, saying in court filings that the administration bypassed Congress to create a pathway to citizenship for “blatant political purposes.”
“This action incentivizes illegal immigration and will irreparably harm the Plaintiff states,” the suit filed in federal court in Tyler, Texas, says.
Under the policy, which started taking applications Monday, many spouses without legal status can apply for something called “parole in place,” offering permission to stay in the U.S., apply for a green card and eventually get on a path to citizenship.
But the program has been particularly contentious in an election year where immigration is one of the biggest issues, with many Republicans attacking the policy and contending it is essentially a form of amnesty for people who broke the law.
Texas Attorney General Ken Paxton said in a statement Friday that the plan “violates the Constitution and actively worsens the illegal immigration disaster that is hurting Texas and our country.”
Exclusive: Biden expected to announce protections for certain undocumented immigrants
The suit filed against the Department of Homeland Security, DHS Secretary Alejandro Mayorkas and other Biden administration officials accuses the agency of attempting to parole spouses “en masse,” which the states contend is an abuse of power. The states also filed a motion asking for the program to be put on hold while the lawsuit proceeds.
In a post on X, Florida Attorney General Ashley Moody said her state is challenging the parole in place policy because she believes the Biden administration “is illegally using ‘parole’ in a systematic way to advance their open-borders agenda.”
The conservative nonprofit America First Legal, which is headed by Stephen Miller, a former adviser to President Donald Trump, is serving as co-counsel in the lawsuit.
Department of Homeland Security spokesperson Mayra Alejandra said the agency will defend the Keeping Families Together program in court and continues to process already submitted applications as well as accept new applications.
WATCH: Glitches with an app designed to help migrants seek legal asylum in the U.S.
“Keeping Families Together is grounded in well-established legal authority, and its purpose — enabling the families of U.S. Citizens to live without fear of separation — is consistent with fundamental American values,” Alejandra said.
White House spokesperson Angelo Fernández Hernández fired back against Republicans “playing politics” and characterized the lawsuit as another form of family separation.
“This lawsuit is seeking to force U.S. citizens and their families, people who have lived in the United States for more than ten years, to continue to live in the shadows,” Fernandez said in a statement.
The bipartisan immigration and criminal justice organization FWD.us said the program is in compliance with the law and noted the timing of the lawsuit — as Vice President Kamala Harris accepted the Democratic nomination for president.
“The only motivation behind this lawsuit is the cruelty of tearing families apart and the crass politics of hoping a judge might do the bidding of the anti-immigrant movement,” the organization said in a statement.
Karen Tumlin, founder and director of the Justice Action Center, called the legal challenge “unsurprising yet extremely disappointing and cruel.”
“However, it’s important to emphasize that nothing changes for now, and the process is still open and accepting applications,” she said.
To be eligible for the program, immigrants must have lived continuously in the U.S. for at least 10 years, not pose a security threat or have a disqualifying criminal history, and have been married to a citizen by June 17 — the day before the program was announced.
They must pay a $580 fee to apply and fill out a lengthy application, including an explanation of why they deserve humanitarian parole and a long list of supporting documents proving how long they have been in the country.
If approved, applicants have three years to seek permanent residency. During that period, they can get work authorization. The administration estimates about 500,000 people could be eligible, plus about 50,000 of their children.
WATCH : How Biden’s immigration order shields undocumented spouses and children of citizens
Before this program, it was complicated for people who were in the U.S. illegally to get a green card after marrying an American citizen. They can be required to return to their home country — often for years — and they always face the risk they may not be allowed back in.
The lawsuit contends that states will bear the burden of additional immigrants staying in the country.
Texas, the suit says, spends tens of millions of dollars each year on a program that provides health insurance for children, including those in the country illegally. It says that the state also spends millions each year “for increased law enforcement as its citizens suffer increased crime, unemployment, environmental harm, and social disorder due to illegal immigration.”
Because the program beneficiaries will be entitled to work authorization, those additional workers “will drive down the wages of Texas residents, directly harming the State and its citizens,” the lawsuit says.
Evelyn Wiese, an immigration attorney at Americans for Immigrant Justice, described the lawsuit as an “attack” on mixed status families who have spent years contributing to their communities in the United States.
“Trying to rip apart these families and prevent them from accessing a lawful pathway to status in the U.S. is cruel and reflective of anti-immigrant extremism,” she said.
AP writer Rebecca Santana contributed to this report from Washington.
Support Provided By: Learn more
Educate your inbox
Subscribe to Here’s the Deal, our politics newsletter for analysis you won’t find anywhere else.
Thank you. Please check your inbox to confirm.
- Share full article
Advertisement
Kamala Harris Just Showed She Knows How to Win
By Frank Bruni
Contributing Opinion Writer
After decades in public life, at the age of 59, Kamala Harris is doing something that many younger, greener professionals lack the humility and discipline for.
She’s growing, right before our eyes. She’s learning, in the nick of time. And her acceptance speech on Thursday night was a hopeful, heartening tribute to that education, the speed and thoroughness of which could determine whether this country is spared a second, ruinous dance with Donald Trump.
I used to get the sense that nerves flattened Harris’s effervescence and doubts obscured her luminescence. She has the gift of radiance, but she hasn’t always embraced it.
She embraces it now. She walked to the microphone at center stage in Chicago with a smile as uncontainable as it was undeniable . That megawatt mien has become her superpower. And she has wised up enough to know and take full advantage of it.
She used to struggle somewhat to capture the emotion and mine the meaning of her life story. But she told it with naturalness and charm, dwelling on the most relatable details, including her mother’s advice. “She also taught us — and never do anything half-assed,” Harris said. “And that is a direct quote.”
She explained, clearly and bluntly, why she became a prosecutor and what she took away from that job: “I believe everyone has a right to safety, to dignity and to justice.”
She defined the peril that Trump poses without sounding gleeful or puerile, without conflating the parts of him that are merely ugly with the ones that are truly dangerous, without being or sounding, well, anything like him. Elections are about contrasts. She presented a stirring one.
A succinct one, too. Her remarks were less than half as long as Trump’s at the Republican National Convention, where he rambled to an all-time convention-speech record of more than 90 minutes.
Too succinct? It was a speech that, like her presidential campaign to this point, was heavy on principle and light on specifics. It stated goals more than it laid out plans. But there was sense to that. Detailed prescriptions aren’t grist for memorable oratory.
There was even more sense to some of what she carefully included. She methodically addressed what critics have identified as possible vulnerabilities. The southwestern border? She marched straight to it. Israel? She spoke up for it — while also taking care to decry Palestinians’ suffering and refer to their right to self-determination. The gravitas and knowledge for a large presence on the global stage? She discussed world affairs in a strong, confident voice.
And she didn’t dwell on identity but repeatedly emphasized unity. That’s the right strategy for a general election in which voters in the middle may decide the winner. It’s the right prophylactic against Republicans’ casting of her as a “communist.”
And it reflected another crucial difference between the Harris of the past and the Harris of the present. The new version has improved judgment. There’s no overstating how much rides on that.
Frank Bruni is a professor of journalism and public policy at Duke University, the author of the book “The Age of Grievance” and a contributing Opinion writer. He writes a weekly email newsletter . Instagram Threads @ FrankBruni • Facebook
Information
- Author Services
Initiatives
You are accessing a machine-readable page. In order to be human-readable, please install an RSS reader.
All articles published by MDPI are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of the article published by MDPI, including figures and tables. For articles published under an open access Creative Common CC BY license, any part of the article may be reused without permission provided that the original article is clearly cited. For more information, please refer to https://www.mdpi.com/openaccess .
Feature papers represent the most advanced research with significant potential for high impact in the field. A Feature Paper should be a substantial original Article that involves several techniques or approaches, provides an outlook for future research directions and describes possible research applications.
Feature papers are submitted upon individual invitation or recommendation by the scientific editors and must receive positive feedback from the reviewers.
Editor’s Choice articles are based on recommendations by the scientific editors of MDPI journals from around the world. Editors select a small number of articles recently published in the journal that they believe will be particularly interesting to readers, or important in the respective research area. The aim is to provide a snapshot of some of the most exciting work published in the various research areas of the journal.
Original Submission Date Received: .
- Active Journals
- Find a Journal
- Proceedings Series
- For Authors
- For Reviewers
- For Editors
- For Librarians
- For Publishers
- For Societies
- For Conference Organizers
- Open Access Policy
- Institutional Open Access Program
- Special Issues Guidelines
- Editorial Process
- Research and Publication Ethics
- Article Processing Charges
- Testimonials
- Preprints.org
- SciProfiles
- Encyclopedia
Article Menu
- Subscribe SciFeed
- Recommended Articles
- Google Scholar
- on Google Scholar
- Table of Contents
Find support for a specific problem in the support section of our website.
Please let us know what you think of our products and services.
Visit our dedicated information section to learn more about MDPI.
JSmol Viewer
Harbor detection in polarimetric sar images based on context features and reflection symmetry.
1. Introduction
2. the proposed method, 2.1. water and urban region extraction, 2.1.1. three-region segmentation, 2.1.2. water area extraction, 2.2. harbor roi extraction, 2.3. roi detection using polarization parameters, 3. experimental results and analysis, 3.1. illustration of algorithm flow, 3.2. performance in different harbor scenarios, 3.3. results for different parameter values, 3.4. statistics of different pcc powers, 3.5. performance comparison with a spatial method, 4. discussion, 5. conclusions, author contributions, data availability statement, acknowledgments, conflicts of interest.
- Liu, C.; Yang, J.; Zheng, J.; Nie, X. An Unsupervised Port Detection Method in Polarimetric SAR Images Based on Three-Component Decomposition and Multi-Scale Thresholding Segmentation. Remote Sens. 2022 , 14 , 205. [ Google Scholar ] [ CrossRef ]
- Liu, C.; Luo, Y.; Liu, S.; Cheng, Y. Harbor Detection in Polarimetric SAR Images Based on Context Features. In Proceedings of the 2023 Photonics & Electromagnetics Research Symposium (PIERS), Prague, Czech Republic, 3–6 July 2023; pp. 2161–2166. [ Google Scholar ]
- Niedermeier, A.; Romaneessen, E.; Lehner, S. Detection of Coastlines in SAR Images Using Wavelet Methods. IEEE Trans. Geosci. Remote Sens. 2000 , 38 , 2270–2281. [ Google Scholar ]
- Sheng, G.; Yang, W.; Deng, X.; He, C.; Cao, Y.; Sun, H. Coastline Detection in Synthetic Aperture Radar (SAR) Images by Integrating Watershed Transformation and Controllable Gradient Vector Flow (GVF) Snake Model. IEEE J. Ocean. Eng. 2000 , 37 , 375–383. [ Google Scholar ]
- Liu, C.; Luo, Y.; Yang, J.; Wang, S. Coastline Detection in Polarimetric SAR Images Based on Freeman Decomposition and Three-Region Markov Random Field Segmentation. IEEE Geosci. Remote Sens. Lett. 2024 , 21 , 4002405. [ Google Scholar ]
- Silveira, M.; Heleno, S. Separation between Water and Land in SAR Images Using Region-based Level Sets. IEEE Geosci. Remote Sens. Lett. 2009 , 6 , 471–475. [ Google Scholar ]
- Modava, M.; Akbarizadeh, G.; Soroosh, M. Integration of Spectral Histogram and Level Set for Coastline Detection in SAR Images. IEEE Trans. Aerosp. Electron. Syst. 2019 , 55 , 810–819. [ Google Scholar ]
- Liu, C.; Xiao, Y.; Yang, J. A Coastline Detection Method in Polarimetric SAR Images Mixing The Region-based and Edge-based Active Contour Models. IEEE Trans. Geosci. Remote Sens. 2017 , 55 , 3735–3747. [ Google Scholar ]
- Liu, C.; Yin, J.; Yang, J. Small Harbor Detection in Polarimetric SAR Images Based on Coastline Feature Point Merging. J. Tsinghua Univ. Sci. Technol. 2015 , 55 , 849–853. [ Google Scholar ]
- Liu, C.; Xiao, Y.; Yang, J.; Yin, J. Harbor Detection in Polarimetric SAR Images Based on the Characteristics of Parallel Curves. IEEE Geosci. Remote Sens. Lett. 2016 , 13 , 1400–1404. [ Google Scholar ]
- Li, Y.; Peng, J. Feature Extraction of The Harbor Target and Its Recognition. J. Huazhong Univ. Sci. Technol. 2001 , 29 , 10–12. [ Google Scholar ]
- He, J.; Guo, Y.; Zhang, Z.; Yuan, H.; Ning, Y.; Shao, S. Harbor Extraction Based on Edge-Preserve and Edge Categories in High Spatial Resolution Remote-Sensing Images. Appl. Sci. 2019 , 9 , 420. [ Google Scholar ] [ CrossRef ]
- Schwan, H.; Scharf, R.; Thoennessen, U. Reconnaissance of Extended Targets in SAR Image Data ; International Society for Optics and Photonics: Barcelona, Spain, 1998; pp. 164–171. [ Google Scholar ]
- Zhang, Z.; Zhang, Y.; Shen, Z. Port Recognition in High Resolution Remote Sensing Images Based on Feature Spectrum. Chin. J. Electron. 2010 , 38 , 2184–2188. [ Google Scholar ]
- Liu, C.; Yang, J.; Xie, C.; An, W.; Yuan, X. Man-made Harbor Detection in Polarimetric SAR Images Based on Multi-direction Jetties Scanning. J. Syst. Eng. Electron. 2017 , 39 , 291–297. [ Google Scholar ]
- Lee, J.S.; Pottier, E. Polarimetric Radar Imaging From Basics to Applications ; CRC Press: Boca Raton, FL, USA, 2009. [ Google Scholar ]
- Lee, J.S.; Schuler, D.L.; Lang, R.H.; Ranson, K.J. K-distribution for Multi-look Processed Polarimetric SAR Imagery. In Proceedings of the IEEE International Geoscience and Remote Sensing Symposium, Pasadena, CA, USA, 8–12 August 1994; pp. 2179–2181. [ Google Scholar ]
- Bombrun, L.; Beaulieu, J. Fisher Distribution for Texture Modeling of Polarimetric SAR Data. IEEE Geosci. Remote Sens. Lett. 2008 , 5 , 512–516. [ Google Scholar ]
- Liu, C.; Wang, S.; Yang, J. Thresholding of Polarimetric SAR Images of Coastal Zones Based on Three-Component Decomposition and Likelihood Ratio. IEEE Geosci. Remote Sens. Lett. 2024 , 21 , 4011105. [ Google Scholar ]
- Beaulieu, J.M.; Touzi, R. Segmentation of Textured Polarimetric SAR Scenes by Likelihood Approximation. IEEE Trans. Geosci. Remote Sens. 2004 , 42 , 2063–2072. [ Google Scholar ]
- Yin, J.; Liu, X.; Yang, J.; Chu, C.Y.; Chang, Y.L. PolSAR Image Classification Based on Statistical Distribution and MRF. Remote Sens. 2020 , 12 , 1027. [ Google Scholar ] [ CrossRef ]
- Ersahin, K.; Cumming, I.G.; Ward, R.K. Segmentation and Classification of Polarimetric SAR Data Using Spectral Graph Partitioning. IEEE Trans. Geosci. Remote Sens. 2010 , 48 , 164–174. [ Google Scholar ]
- Jin, R.; Yin, J.; Zhou, W.; Yang, J. Level Set Segmentation Algorithm for High-Resolution Polarimetric SAR Images Based on a Heterogeneous Clutter Model. IEEE J. Sel. Top. Appl. Earth Obs. Remote Sens. 2017 , 10 , 4565–4579. [ Google Scholar ]
- Liu, C.; Yang, J.; Yin, J.; An, W. Coastline Detection in SAR Images Using a Hierarchical Level Set Segmentation. IEEE J. Sel. Top. Appl. Earth Obs. Remote Sens. 2016 , 9 , 4908–4920. [ Google Scholar ]
- Cloude, S.; Pottier, E. An Entropy Based Classification Scheme for Land Applications of Polarimetric SAR. IEEE Trans. Geosci. Remote Sens. 1997 , 35 , 68–78. [ Google Scholar ]
- Moriyama, T.; Uratsuka, S.; Umehara, T.; Satake, M.; Nadai, A.; Maeno, H.; Nakamura, K.; Yamaguchi, Y. A Study on Extraction of Urban Areas from Polarimetric Synthetic Aperture Radar Image. In Proceedings of the IEEE International Geoscience and Remote Sensing Symposium, Anchorage, AK, USA, 20–24 September 2004; p. 706. [ Google Scholar ]
- Wang, N.; Shi, G.; Liu, L.; Zhao, L.; Kuang, G. Polarimetric SAR Target Detection Using The Reflection Symmetry. IEEE Geosci. Remote Sens. Lett. 2012 , 9 , 1104–1108. [ Google Scholar ]
- Ainsworth, T.; Schuler, D.; Lee, J. Polarimetric SAR Characterization of Man-made Structures in Urban Areas Using Normalized Circular-pol Correlation Coefficients. Remote. Sens. Environ. 2008 , 112 , 2876–2885. [ Google Scholar ]
- Kajimoto, M.; Susaki, J. Urban-area Extraction from Polarimetric SAR Images Using Polarization Orientation Angle. IEEE Geosci. Remote Sens. Lett. 2013 , 10 , 337–341. [ Google Scholar ]
- Ye, Q.; Huo, H.; Zhu, T.; Fang, T. Harbor Detection in Large-Scale Remote Sensing Images Using Both Deep-Learned and Topological Structure Features. In Proceedings of the International Symposium on Computational Intelligence and Design (ISCID), Hangzhou, China, 9–10 December 2017; pp. 218–222. [ Google Scholar ]
- He, K.; Zhang, X.; Ren, S.; Sun, J. Deep Residual Learning for Image Recognition. In Proceedings of the IEEE Conference on Computer Vision and Pattern Recognition (CVPR), Las Vegas, NV, USA, 27–30 June 2016; pp. 770–778. [ Google Scholar ]
- Wang, R.; Xu, F.; Zhang, Q.; Pei, J.; Huang, Y.; Yang, J. Harbor Detection in SAR Images Based on Multidirectional One-Dimensional Scanning. In Proceedings of the IEEE International Geoscience and Remote Sensing Symposium, Waikoloa, HI, USA, 26 September–2 October 2020; pp. 1–4. [ Google Scholar ]
- Wang, R.; Pei, J.; Xu, F.; Huo, W.; Huang, Y.; Zhang, Y.; Yang, J. A Multidirectional One-Dimensional Scanning Method for Harbor Detection from SAR Images. IEEE J. Sel. Top. Appl. Earth Obs. Remote Sens. 2021 , 14 , 10003–10016. [ Google Scholar ]
- Liu, C.; Yang, J.; Ou, J.; Fan, D. Offshore Bridge Detection in Polarimetric SAR Images Based on Water Network Construction Using Markov Tree. Remote Sens. 2022 , 14 , 3888. [ Google Scholar ] [ CrossRef ]
- Liu, C.; Zheng, J.; Nie, X. Port Detection in Polarimetric SAR Images Based on Three-Component Decomposition. In Proceedings of the IEEE International Geoscience and Remote Sensing Symposium, Waikoloa, HI, USA, 26 September–2 October 2020; pp. 734–737. [ Google Scholar ]
- Freeman, A.; Durden, S.L. A Three-component Scattering Model for Polarimetric SAR. IEEE Trans. Geosci. Remote Sens. 1998 , 36 , 963–973. [ Google Scholar ]
- An, W.; Cui, Y.; Yang, J. Three-Component Model-Based Decomposition for Polarimetric SAR data. IEEE Trans. Geosci. Remote Sens. 2010 , 48 , 2732–2739. [ Google Scholar ]
- Yamaguchi, Y.; Sato, A.; Boerner, W.-M.; Sato, R.; Yamada, H. Four-Component Scattering Power Decomposition With Rotation of Coherency Matrix. IEEE Trans. Geosci. Remote Sens. 2011 , 49 , 2251–2258. [ Google Scholar ]
- Zou, B.; Zhang, Y.; Cao, N.; Minh, N.P. A Four-Component Decomposition Model for PolSAR Data Using Asymmetric Scattering Component. IEEE J. Sel. Top. Appl. Earth Obs. Remote Sens. 2015 , 8 , 1051–1061. [ Google Scholar ]
- Del Prete, R.; Graziano, M.D.; Renga, A. Unified Framework for Ship Detection in Multi-Frequency SAR Images: A Demonstration with COSMO-SkyMed, Sentinel-1, and SAOCOM Data. Remote Sens. 2023 , 15 , 1582. [ Google Scholar ] [ CrossRef ]
- Wang, Z.; Wang, Z.; Qiu, X.; Zhang, Z. Global Polarimetric Synthetic Aperture Radar Image Segmentation with Data Augmentation and Hybrid Architecture Model. Remote Sens. 2024 , 16 , 380. [ Google Scholar ] [ CrossRef ]
Click here to enlarge figure
| - | Scene | Size | Resolution | UTC | AOI |
|---|---|---|---|---|---|
| 1 | Zhanjiang | 2012-03-23 22:28:47 | 43.3 | ||
| 2 | Fujian | 2013-10-20 10:05:53 | 36.0 | ||
| 3 | San Francisco | 2008-04-09 02:01:33 | 28.9 | ||
| 4 | Singapore | 2013-01-19 11:31:08 | 47.4 | ||
| 5 | Lingshui | 2014-06-12 10:49:49 | 37.9 | ||
| 6 | Dalian | 2012-04-17 09:40:13 | 22.8 |
| Module | Function | Parameter | Value |
|---|---|---|---|
| Prior constant | Image resolution | Read from data header file | |
| Maximum jetty width | W | 100 m | |
| Jetty width pixels | |||
| Multi-look process | 5 | ||
| Jetty width pixels in multi-look image | w | ||
| Water and urban region extraction | Gibbs distribution parameter | 0.5 | |
| Area threshold for abnormal water area detection | |||
| ROI extraction | Narrow-band radius | ||
| Area threshold for strong-scattering extraction | |||
| ROI detection | Constant false alarm rate | 0.01 | |
| PCC area ratio threshold | 0.4 |
| Image | Num | Correct | False | Pd (%) | Pf (%) | mIoU |
|---|---|---|---|---|---|---|
| 1 | 26 | 23 | 6 | 88.5 | 20.7 | 0.767 |
| 2 | 13 | 12 | 6 | 92.3 | 33.3 | 0.762 |
| 3 | 12 | 7 | 7 | 58.3 | 50.0 | 0.467 |
| 4 | 26 | 23 | 14 | 88.5 | 37.8 | 0.631 |
| 5 | 6 | 6 | 1 | 100 | 14.3 | 0.892 |
| 6 | 10 | 7 | 6 | 70.0 | 46.1 | 0.600 |
| rad | Num | Correct | False | Pd (%) | Pf (%) | mIoU |
|---|---|---|---|---|---|---|
| 2 | 26 | 17 | 3 | 65.4 | 15.0 | 0.643 |
| 3 | 26 | 19 | 4 | 73.1 | 17.4 | 0.675 |
| 4 | 26 | 23 | 6 | 88.5 | 20.7 | 0.767 |
| 5 | 26 | 14 | 15 | 53.8 | 51.7 | 0.602 |
| 6 | 26 | 12 | 19 | 46.2 | 61.3 | 0.552 |
| Pfa | Num | Correct | False | Pd (%) | Pf (%) | mIoU |
|---|---|---|---|---|---|---|
| 0.01 | 26 | 23 | 6 | 88.5 | 20.7 | 0.767 |
| 0.02 | 26 | 23 | 12 | 88.5 | 34.3 | 0.757 |
| 0.05 | 26 | 23 | 14 | 88.5 | 37.8 | 0.748 |
| 0.08 | 26 | 23 | 14 | 88.5 | 37.8 | 0.748 |
| 0.10 | 26 | 23 | 14 | 88.5 | 37.8 | 0.748 |
| Num | Correct | False | Pd (%) | Pf (%) | mIoU | |
|---|---|---|---|---|---|---|
| 0.3 | 26 | 23 | 11 | 88.5 | 32.4 | 0.751 |
| 0.4 | 26 | 23 | 6 | 88.5 | 20.7 | 0.767 |
| 0.5 | 26 | 21 | 6 | 80.8 | 22.2 | 0.743 |
| 0.6 | 26 | 20 | 4 | 76.9 | 16.7 | 0.743 |
| 0.7 | 26 | 16 | 2 | 61.5 | 11.1 | 0.680 |
| Image | Num | Correct | False | Pd (%) | Pf (%) | mIoU |
|---|---|---|---|---|---|---|
| 1 | 26 | 2 | 66 | 7.7 | 97.0 | 0.047 |
| 2 | 13 | 0 | 17 | 0 | 100 | 0.005 |
| 3 | 12 | 1 | 7 | 8.3 | 87.5 | 0.027 |
| 4 | 26 | 5 | 21 | 19.2 | 80.7 | 0.092 |
| 5 | 6 | 1 | 14 | 16.7 | 93.3 | 0.019 |
| 6 | 10 | 0 | 23 | 0 | 100 | 0.037 |
| The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content. |
Share and Cite
Liu, C.; Gao, J.; Liu, S.; Li, C.; Cheng, Y.; Luo, Y.; Yang, J. Harbor Detection in Polarimetric SAR Images Based on Context Features and Reflection Symmetry. Remote Sens. 2024 , 16 , 3079. https://doi.org/10.3390/rs16163079
Liu C, Gao J, Liu S, Li C, Cheng Y, Luo Y, Yang J. Harbor Detection in Polarimetric SAR Images Based on Context Features and Reflection Symmetry. Remote Sensing . 2024; 16(16):3079. https://doi.org/10.3390/rs16163079
Liu, Chun, Jie Gao, Shichong Liu, Chao Li, Yongchao Cheng, Yi Luo, and Jian Yang. 2024. "Harbor Detection in Polarimetric SAR Images Based on Context Features and Reflection Symmetry" Remote Sensing 16, no. 16: 3079. https://doi.org/10.3390/rs16163079
Article Metrics
Article access statistics, further information, mdpi initiatives, follow mdpi.
Subscribe to receive issue release notifications and newsletters from MDPI journals
IMAGES
COMMENTS
reflection is exactly what we hope for in reflective essays. Attached are Anita's comments on the essay itself and below are Alison's suggestions. Both of these sets of responses are intended to support you in taking the draft to the next stage. (1) Stick with the single metaphor, either the map/journey or the merry go round to roller coaster.
Therefore, feedback forms a critical role in your learning and helps you to improve each piece of work. As with all reflection, reflecting on your feedback should follow the three stages of reflection outlined in earlier in this guide. What should I do with feedback? Try to identify the main points of the feedback. What does it say?
2 Be mindful of length. Generally, five hundred to one thousand words is an appropriate length for a reflective essay. If it's a personal piece, it may be longer. You might be required to keep your essay within a general word count if it's an assignment or part of an application.
The Learning Scientists. My post today is a personal reflection on effective feedback use. Feedback is a crucial aspect of the learning process. It helps us correct errors and improve performance in the future. However, effective feedback remains a problem in education. In the most recent National Student Survey in the UK (a survey that is ...
The style and tone of your reflective essay should match the purpose of the overall assignment. This is a personal essay meant to showcase what you learned from the text, event, or experience that you are writing about. You can use the pronouns "I," "me," and "mine.". Describe the text, event, or experience fully, using plenty of ...
An essay diary can take the form of an annotated bibliography ... a peer review usually involves students showing their work to their peers for feedback. A self-assessment task requires you to comment on your own work. ... Schön, DA 1987, Educating the reflective practitioner, Jossey-Bass. San Francisco.
The following pages will guide you through some simple techniques for reflective writing as well as how to avoid some of the most common pitfalls. ... Written feedback. ... You might be asked to write an essay where you respond to a piece of text or an image, relate a topic to your own experiences or discuss whether a certain model fits with ...
Feelings - How you felt before, during, and after the experience you describe. Evaluation and Analysis - Think about what went well and what could be improved upon based on your experience. Try to refer to ideas you've learned in class while thinking about this. Conclusions - Final thoughts on what you've learned from the experience.
Summary: When you are writing a reflective assessment, it is important you keep your description to a minimum. This is because the description is not actually reflection and it often counts for only a small number of marks. This is not to suggest the description is not important. You must provide enough description and background for your ...
Identify the topic you will be writing on. 2. Note down any ideas that are related to the topic and if you want to, try drawing a diagram to link together any topics, theories, and ideas. 3. Allow your ideas to flow freely, knowing that you will always have time to edit your reflective essay. 4.
Writing a reflective essay, also known as a reflective paper or reflection paper, is as easy as following the step-by-step instructions below. 1. Choose a Topic Idea. If you haven't been assigned a topic and don't have a topic in mind, check the list of topics above for inspiration. If those aren't enough, take a look at these 100 reflection ...
4. Writing the Body. Write the body of your essay, which should include the personal reflection, description of the experience, analysis of the experience, evaluation of the experience, identification of key learning, and planning for future action. Make sure to use specific examples and details to support your reflection. 5.
Reflective essays are about presenting reflections to an audience in a systematic and formal way. Generally, all good academic practice for assignments applies when posing reflective essays. ... For instance, if the student has received formative feedback on multiple pieces of work, a larger proportion of the course mark may be appropriate ...
At first glance, academic and reflection can sound like contradictory concepts. Writing an academic reflection essay often involves striking a balance between a traditional, academic paper and a reflective essay. In order to find this balance, consider the terms that encompass the title of the assignment.
A reflective essay is a type of written work which reflects your own self. Since it's about yourself, you already have a topic to write about. For reflective essay examples, readers expect you to evaluate a specific part of your life. To do this, you may reflect on emotions, memories, and feelings you've experienced at that time.
To explore the relation between the feedback and the quality of reflective practice, a correlation Spearman Rho Test between the number of feedbacks provided to each student and his/her level of reflective practice at the last entry (number 10) was performed. The last entry was chosen as an outcome measure, by assuming the developmental nature ...
Reflection is critical to professional learning Schön's, 1983 ). "Reflective feedback conversations" (Cantillon & Sargeant, 2008) offer a strategic approach for promoting the learner's critical reflection, self-assessment and a fact-based process to improvement. The graphic (right) highlights the key components of this model, paraphrased below:
The benefits of feedback is that it helps you grow as a group. It makes you feel that you can rely on others and that they will help you when needed. It also helps you to improve your skills and allows you to identify where more work is needed. Also sometimes, having another person's perspective changes your view on something and allows you ...
The reflective essay serves two key purposes in your portfolio: First, it gives your reviewers some insight into your development as a writer and the role writing has played in your Carleton education. Third, and perhaps most importantly, writing the reflective essay allows you, the writer, to stop and consider what you have gained from your ...
We introduce the concept of student reflective feedback literacy to represent considered analysis of feedback evidence and experiences informing ongoing efforts to seek, make sense of, and use feedback. ... 1, year 3, October 2020) is based on preliminary work Stephanie had done in developing an outline for a literature essay, and she sought ...
Feedback encourages self-reflection, individualised development, and the fostering of a growth mindset. Beyond academia, it prepares students for the real world, nurturing a skill vital for professional success - the ability to receive, process, and act on constructive criticism. ... Implementing effective essay feedback is a dynamic process ...
experiences writing reflective essays and perceptions of teacher feedback on these essays. Interviews Interviews were con ducted w ith two students to follow-up on questionnaire responses.
Introduction to Reflection A reflection assignment is more than just summarizing or retelling what you've learned; it's an opportunity to think critically about your studies and articulate how these experiences have shaped your understanding. Reflecting on your studies helps you connect theories to real-world situations, develop your critical thinking skills, and demonstrate personal ...
Reflective Essay On Feedback. Improved Essays. 818 Words. 4 Pages. Open Document. Essay Sample Check Writing Quality. Show More. When I reflect on the feedback process, my self-critique and my focus of writing form. I distinguished the appropriate feedback from the feedback that was not, by looking at how the feedback would improve my writing ...
Sixteen Republican-led states are suing to end a federal program that could potentially give nearly half a million immigrants without legal status who are married to U.S. citizens a path to ...
After decades in public life, at the age of 59, Kamala Harris is doing something that many younger, greener professionals lack the humility and discipline for. She's growing, right before our ...
The detection of harbors presents difficulties related to their diverse sizes, varying morphology and scattering, and complex backgrounds. To avoid the extraction of unstable geometric features, in this paper, we propose an unsupervised harbor detection method for polarimetric SAR images using context features and polarimetric reflection symmetry. First, the image is segmented into three ...